No.3 Jan. - American Association of Teachers of French

Transcription

American Association of Teachers of French
NATIONAL BULLETIN
LETTER FROM THE PRESIDENT
VOLUME 23 NO. 3
JANUARY 1998
1998 ELECTION RESULTS
Vice-President: Jacqueline Donnelly
Region 1 (Greater New York): Geraldine O'Neill
Region 3: (New York State) Robert Ludwig
Gladys C. Lipton
Dear Colleagues,
In this, my first message to the AATF
membership, I would like to express my
wishes to you all for the New Year, 1998:
Bonne et Heureuse Nouvelle Année!
I am greatly honored to be an active
participant, together with the AATF
Executive Council and the membership, in
the leadership of AATF. I am energized by
our creative, dynamic, and enthusiastic
members at all school and university
levels. We represent a strong, united
professional organization ... one in which
each member has unique contributions to
make as an individual and extraordinary
contributions to make collectively toward
the solidarity of our organization. Although
periodically, there may be some difficult
times, cyclically, we endure! We wish that
we could change the fact that the study of
French does not now enjoy the highest
number of potential enrollments. The
AATF, as you have seen during the past
three years, has begun serious initiatives,
such as the Task Force on the Promotion
of French, in order to support teachers of
French on all levels throughout the
country.
“We’re all in the same boat, and we all
have to row together or we just won't go
any place" is not only a popular saying, but
one which applies to all of us, whether we
teach French on the FLES*, middle school,
high school, or college/university levels.
One of the ways in which I plan to help build
AATF unity and collegiality is to appoint
two co-chairs to a number of leadership
Since no candidate in Region 5 (South Atlantic) received a majority of the votes
cast, a run-off election is being conducted between the top two candidates, Lee
Bradley (GA) and Eliane Kurbegov (FL). Results are not yet known as this goes
to press.
We would like to take this opportunity to congratulate the new Executive Council
member Jacqueline Donnelly and to compliment Geraldine O'Neill and Robert Ludwig
on the confidence that their regional members have shown in re-electing them to
another three-year term.
We also wish to thank Judy Johannessen, Joan C. Chardkoff, and Frédéric H.
Fladenmuller for demonstrating their support for the association in this important
way and for their extensive involvement in AATF activities in recent years.
Jayne Abrate
Executive Director
posts: one from either the FLES* or
secondary levels and one from the ranks of
the college/university levels, wherever
appropriate. We are all partners in
making progress! I hope that AATF unity
and solidarity will be reflected and highlighted in all of our undertakings, in all of
our publications, in all of our Commissions, etc. In future presidential messages
to the membership, I plan to cite specific
examples of how teachers of French on all
levels, working together, have been successful in helping the cause of French.
Please send me your success stories, so
that they can be shared with all of our
colleagues.
One of our major endeavors this year is
planning for a national Semaine de la
Francophonie on the promotion of French,
to be held sometime in 1999. This highly
visible effort is co-chaired by Margot
Steinhart (IL) and Jacqueline Thomas
(TX). Together with a committee of outstanding teachers of French, they will be
planning all kinds of public activities,
events, performances, and many other
public displays about the teaching and
learning of French, which, we hope, will
reach our various "publics:" administrators, principals, curriculum directors,
parents, guidance counselors, and others.
Needless to say, this is a grass roots effort
... we need support from teachers of
French on all school and university levels if
we are to make the Semaine de la
Francophonie a rewarding effort. We will
encourage support from each of our 75
chapters to demonstrate to our students
and their parents, to the decision makers,
and to the public that the study of French
provides many significant contributions to
students’ educational, cultural, vocational,
and social lives. This is a natural next step
following the vigorous work of the
Inside this issue...
• Chapter News..................................p. 4
• Trip to France...................................p. 4
• Task Force Corner............................p. 6
• Message from Executive Director...p. 13
• Small Grant Awards.......................p. 13
• Text of Ambassador's Toast............p. 26
• Application: Excellence in
Teaching...................................p. 14-16
• Communications Survey..........pp. 19-20
• NFC Questionnaire/Survey......pp. 21-25
• Summer Institute Application...pp. 28-30
• Montreal Scholarship
Application..............................pp. 32-34
• Order Forms for Promotional
Materials.................................pp. 35-36
• Index to Pedagogical Articles
in the French Review......................p. 31
(From left to right) President Gladys Lipton, Executive Director Emeritus Fred Jenkins,
and Executive Director Jayne Abrate confer at the Delegates' Assembly in Nashville.
members of the three-year Task Force on
the Promotion of French, chaired by
Marie-Christine Koop (TX). On this
theme of the promotion of French, I am
pleased to inform the membership that the
Executive Council of AATF voted to have a
standing Commission on the Promotion
of French so that we may continue to have
ideas, flyers, and promotional materials to
assist teachers in the promotion of French
on an on-going basis. The co-chairs of this
new commission are Jacqueline Donnelly
(MI) and Raymond Comeau (MA).
Cultivons bien notre jardin du français!
This year our annual AATF Congrès will
be held in Montreal, July 23-26,1998, at
the Queen Elizabeth Hotel. Planning has
been under way for some time by our
Executive Director, Jayne Abrate, and
me, and details about the convention will
be appearing in the next issue of the
National Bulletin. Our Program Committee
is working hard on the selection of the
many proposals for sessions which we
have received. It promises to be a very
exciting Congrès ... start making plans
now to attend! Our previous AATF
Congrès, held in November 1997 in
Nashville, was highly motivational and
memorable! It included the presence of the
French Ambassador to the United States,
Monsieur François Bujon de l'Estang,
the Cultural Counselor, and all of the
attachés linguistiques currently serving in
the United States; the presence of many
authors from La Francophonie; the outstanding presentations by our talented
members; and the participation of more
than 1100 friends and colleagues of
French. We were all pleased to see our
AATF Executive Director Emeritus, Fred
Jenkins, honored by the Ambassador for
his outstanding 18 years of service to the
AATF with promotion from Chevalier to
Officier in the order of the Palmes
Académiques. This Congrès was an enormous success due mainly to the creative
and persuasive efforts of our now Past
President, Albert Valdman (IN), and to
the excellent arrangements and leadership provided by our Executive Director,
Jayne Abrate (IL).
We have many reasons to take pride in
the accomplishments of our American
Association of Teachers of French. In
addition to those mentioned above and
others to which I will refer in future
presidential messages, I am pleased to
report that the AATF web site and its
creator-manager Townsend Bowling
(TX) have been cited nationally for excellence by Edsitement. This is a tremendous honor for Townsend Bowling as well
Volume 23 Number 3
AATF NATIONAL BULLETIN
Editor: Jane Black Goepper, University
of Cincinnati, Ohio
Editorial Assistant: Josiane Leclerc
Riboni, University of Cincinnati, Ohio
Reading Committee: Mathé Allain, University of Southwestern Louisiana; Art
N. Burnah, Provo High School, UT;
Therese C. Clarke, Williamsville Central School District, NY; Gisèle LoriotRaymer, Northern Kentucky University,
Highland Heights, KY; Elizabeth Miller,
Phillips Brooks School, Menlo Park, CA;
Pierre Sotteau, Emeritus, Miami University, Oxford, OH.
The AATF National Bulletin (ISSN 08836795) has its editorial offices at 2324
Park Avenue, Apt. 34, Cincinnati, Ohio
45206. Correspondence and manuscripts should be sent to the editor at
this address. The American Associa2
as for the AATF. Chapeau! If you have
not visited the AATF web page, please try
to do so [http://aatf.utsa.edu/]. This web
site helps each and every teacher of
French to obtain current information about
AATF news, to get valuable links to
resources and information about the work
of the AATF Commissions, to understand
the many ways in which the French
Cultural Services work with us in a strong
partnership, as well as the other rubrics
found on the web page.
Townsend
Bowling has indicated to me that there will
be additional features added to the web
site, including the possibility of making it
interactive. There will more news about
the web site in future issues of the National
Bulletin.
At the national level, Past President
Albert Valdman (IN) stressed the
importance of having an AATF presence at
a number of national organizations and
agencies. For example, Judy Johannessen (MN), Chair of the Commission on
Articulation, attended a meeting, sponsored by the Modern Language Association, on their special project devoted to
Articulation. Fred Jenkins (IL) and Jayne
Abrate (IL) attended a meeting of the Joint
National Committee
on Languages
(JNCL). Gladys Lipton (MD) attended a
meeting of the National Board on
Professional Teacher Standards. At the
joint AATF/ACTFL Conference, we were
represented at the National Association of
School District Supervisors of Foreign
Languages which had several joint
sessions with the National State Supervisors of Foreign Languages. I plan to
continue this outreach program to include
January 1998
tion of Teachers of French publishes the
AATF National Bulletin four times a year
in September, November, January, and
April as a service to its members in
supplement to the official journal of the
association, the French Review. Subscription to the AATF National Bulletin
requires membership in the organization.
Periodicals postage paid at the
Carbondale, IL Post Office. Office of
Publication: AATF, Mailcode 4510,
Southern Illinois University, Carbondale,
IL 62901-4510.
All items published in the National Bulletin are the property of the American Association of Teachers of French. They
may be copied for classroom or workshop use only if the source and date of
publication are indicated on the copies.
Postmaster: Send address changes to
AATF, Mailcode 4510, Southern Illinois
University, Carbondale, IL 62901-4510.
additional national organizations of administrators, supervisors, guidance counselors, and others. We all need to ensure a
French presence at the local, state,
regional, and national levels.
Before concluding, I would like to take
just a few moments of this message to
discuss one word with you. I like to call it
my "M" word ... metamorphosis. In my
own thinking, this word is related to the
teaching of French. It is a word which could
describe what we wish could change, and
it is a word which also describes, in a
figurative sense, some of the ways in
which we can influence some of these
changes. The popular computer expression “to morph" applies to us, as well. The
month of January (if we look at Latin roots)
offers us the opportunity to look back and
look ahead. Albert Valdman has already
started this process in the creation of a
committee to look at our various AATF
modes of communication (see "Survey,"
pp. 19-20), chaired by Mary de López
(NM). Several AATF members have
suggested that this is also the propitious
moment to extend this self-examination
process by looking at all the various
components of AATF in order to determine
if we are meeting the needs and interests
of all our members as part of setting new
directions for the future. Therefore, I am
considering a Task Force on Planning for
the Future, which might have the following
four goals in mind: (1) to examine what
AATF does well (and there are many
things in this category); (2) to take a
comprehensive look at all aspects of the
AATF and to determine and recommend
changes which could benefit our members, their students, and the organization;
and (3) to brainstorm additional ways in
which we can assist teachers of French
and the mission of AATF, now and in the
future; and (4) to identify new and creative
sources of revenue to implement some of
these changes. If you have any specific
recommendations, suggestions, or contacts about any of these four categories,
please write to me: Dr. Gladys Lipton,
UMBC-MLL, 10 Hilltop Circle, Baltimore,
MD 21250.
The year 1998 brings us many new
opportunities for making French the
vibrant language it can and should be! Let
us pledge to work together, literally,
through all the modes of communication
and all the grass roots efforts at the class,
school, chapter, regional, and national
levels, to make this a reality!
Bien amicalement,
Gladys C. Lipton
Présidente
DRAFT OF STANDARDS FOR THE LEARNING OF FRENCH
AVAILABLE FOR CRITIQUE
The draft of Standards for the Learning
of French, prepared by the AATF Standards
Task Force, is scheduled for dissemination
after January 31, 1998, from AATF National
Headquarters. The document addresses
the goals and standards for students of
French for Grades K-16 and includes a
number of learning scenarios which target
these objectives.
The AATF Standards Commission is
soliciting a critical reading of the draft by
interested AATF members before March
15. Members who wish to participate in
this important phase are asked to request
a draft copy and to complete an evaluation
form. A new draft will then be submitted to
the editor of the language-specific documents in April. Send requests to Jayne
Abrate, Executive Director, AATF, Mailcode
4510, Southern Illinois University,
Carbondale, IL 62901-4510; FAX: (618)
453-5733; E-mail: [[email protected]].
This document is part of a larger project
being undertaken simultaneously by national associations for teachers of French,
German, Spanish, Russian, Chinese, Japanese, Italian, and the Classics. Each association selected a task force to address
language-specific issues. These individual
segments supplement the document, Standards for Foreign Language Teaching: Preparing for the 21st Century, which is available from ACTFL.
Because of space limitations in this initial document, the French publication can
present only a few of the scenarios submitted by AATF members in the past year
and a half. The Task Force has edited and
reworked the descriptions to fit the style
and format of the handbook and to reflect
the experience levels of students across
four aggregated grade levels: K-4, 5-8, 912, and 13-16. In some instances, similar
scenarios received from two or more teachers have been merged into a single text.
The learning scenarios are to be considered as samples and the sample progress
indicators, as examples, of what a teacher
of French might design for his or her students to meet goals and standards.
It is the intention of the AATF National
Commission on Student Standards to make
additional learning scenarios available to
teachers of French via the Internet and in
future publications of the AATF Materials
Center. Teachers of French are encouraged to continue to submit learning scenarios to the Commission through AATF
National Headquarters. See the November issue of the AATF National Bulletin or
the AATF Web site [http://aatf.utsa.edu/] for
3
information on submitting learning scenarios.
The co-chairs of the AATF Task Force,
Rebecca M. Valette (MA) and Margot M.
Steinhart (IL), express their appreciation
to members who have already submitted
learning scenarios for this project. The following AATF members have contributed to
this endeavor:
Jayne Abrate (IL)
Constance F. Alexandre (TX)
Barbara C. Anderson (MN)
Pat Barr-Harrison (MD)
Assia Bérubé (IL)
Leah Bolek (IL)
Mary Brackman (IL)
Liette Brisebois (IL)
Jane Castle (IL)
Judy Dharini Charudattan (FL)
Michel Couet (SC)
Brenda Crosby (IL)
Patricia R. Duggar (LA)
Tricia Engelhardt-Nagel (IL)
Lou Ann Erikson (IL)
Nancy J. Gadbois (MA)
David Graham (NY)
Virginia Gramer (IL)
Ann Hajicek (IL)
Annahi Hart (IL)
A. Anne Hébert (IL)
Elise Helland (IL)
Mary Ann Hockman (IL)
Elaine Jastrem (MA)
Cathy Kendrigan (IL)
Carol A. Kidd (MD)
Linda King (IL)
Ann Koller (IL)
Janet Kosonen-Biscan (IL)
Eveline Leisner (CA)
Joyce P. Lentz (NM)
Lena L. Lucietto (LA)
Joan McCloskey (LA)
Mary Ellen McGoey (IL)
Susan Woodsum Norvich (IL)
Janel Lafond-Paquin (RI)
Jayne Prater (IL)
Karen Kus Provan (IL)
Alain Ranwez (CO)
Jo Ellen Sandburg (IL)
Kay Saxvik (IL)
Michèle Shockey (CA)
Jane W. Shuffelton (NY)
Margot M. Steinhart (IL)
Judy Sugarman (IL)
Rebecca M. Valette (MA)
Fernande Wagman (NJ)
Alan Wax (IL)
Robin Wolf (IL)
Flore Zéphir (MO)
CHAPTER NEWS
1998 CONCOURS WINNERS TO PARIS
Allons en France ‘98
HOUSTON CHAPTER
We, in Houston, are still proud of our
program entitled "Destination France." Due
to constant fund-raising with French businesses in our community plus with our own
funds, we were able to send an outstanding student from our area for a home stay
in France last summer. A second student
was able to go to France as well, with partial funding from the ORCA exchange program which is Houston-based. The process of the selection for the recipients of
these awards begins with the national winners of the Grand Concours from the Houston area.
The Services Culturels et Scientifiques
have arranged for an exhibit of a collection
of bandes dessinées from France and Germany, with a cartoon contest for local students.
Following the lead of our friends in Dallas, the Houston area AATF is trying to organize a French Business Symposium so
that high school and college students can
see the practical application of the knowledge of French in the business and scientific communities. This symposium will require the assistance of the Services
Culturels et Scientifiques, and of course
that of local businesses as well.
For our spring meeting, we are looking
forward to a workshop on the Internet,
given by Attaché Audiovisuel Adam Steg
from New Orleans.
Diana Nizza
President
In a dramatic and generous hold
stroke, Monsieur François BUJON DE
L’ESTANG, Ambassadeur de France, has
awarded an unprecedented gift to Le
Grand Concours.
The Ambassador has announced that
nine National Winners of Le Grand Concours 1998 will be the guests of the French
government in Paris in July 1998. Their
stay has been planned to coincide with le
quatorze juillet and la Coupe du Monde.
Additional exciting events will be included
in this never-to-be-forgotten experience.
Le Grand Concours has been cited as a
major force in encouraging and promoting
the study of French in the United States.
Eighteen students will be selected. To
qualify students must be 17 years of age
by July 1998 and a FIRST or SECOND
Place winner in Levels 5 or 4. In addition,
since students will need to communicate
actively in Paris, their oral competency
needs to be credible and will enter strongly
into the final selection.
Basically, this is how the selections will
be made:
All students placing first and second
nationally in Levels 4 and 5 will be
interviewed in French. If more than 18
students emerge successfully, preference
will be given to winners of Level 5. If 18
students do not meet oral communicative
expectations, Le Grand Concours reserves the right to include Level 3
students. Nine of these students will be
AATF MEMBERSHIP CARD AVAILABLE FROM NATIONAL
HEADQUARTERS
An official AATF membership card (reproduced below) is available to members.
Persons who wish to obtain one can send
a postcard to: AATF National Headquarters, Mailcode 4510, Southern Illinois University, Carbondale, IL 62901-4510. The
membership card may help travelers to
France obtain reduced entrance fees to
national monuments and museums.
Chapter treasurers can order the cards
in bulk for distribution to their local members. National headquarters will send the
signed cards to the Chapter and the Chapter Secretary-Treasurer would complete the
rest of the information.
American Association
of Teachers of French
Année __________
M., Mme/Mlle _______________________________________
est membre de l'Association Américaine de Professeurs de Français
avec tous les privilèges et tous les droits qui s'y attachent.
Fait à Carbondale, Illinois, États-Unis d'Amérique
le _______________________________ pour servir et valoir ce
que de droit.
______________________________________
La Secrétaire Générale
4
declared winners! Nine will be chosen as
alternates, who will move up to “winners" if
any of the originally selected students
cannot attend.
These trips will be all-expenses paid,
except for expenditures of a “personal”
nature. AATF Regional Representative
Judy Johannessen (MN) will accompany
the students as chaperone.
Winners and alternates will be notified
in a timely fashion, around early May, so
that passports, packing, and goodbye’s
can be planned.
In addition, all National Winners will
receive a gold, silver, or bronze Olympic
medal and other awards.
This is a wonderful time for teachers of
French to enter all of their students.
Venez nombreux!
AATF DOROTHY LUDWIG
MEMORIAL SCHOLARSHIP
RENEWED
AIM: to help new French teachers
attend an AATF Convention that they
would not otherwise be able to attend. The
first two awards were made for the 1996
AATF Convention in Lyon. Four additional
awards will be available for the AATF
Convention in Montreal, July 23-26, 1998.
SPONSOR: Robert J. Ludwig, AATF
Regonal Representative 3, Greater New
York State.
NUMBER AND AMOUNT: four awards
of $500 each
ELIGIBILITY: the applicants must be
within their first FIVE years of teaching
French at the primary or secondary levels
of instruction and an AATF member for as
many of those years as possible. Previous
Ludwig Scholarship winners and AATF
Summer Institute participants are ineligible.
APPLICATION PROCEDURES: submit (1) a 350 (minimum) to 700 word
(maximum) statement in FRENCH to
AATF National Headquarters, Mailcode
Carbondale, IL 62901-4510, postmarked
by April 1, 1998; the essay should clearly
define why the candidate is interested in
attending the Montreal Convention and
how he/she expects to benefit from it; (2)
a letter of support from the teacher’s
immediate supervisor; (3) a job history and
contact coordinates outlined on a separate
sheet for purposes of verification. AATF
National Headquarters will take care of
establishing the applicant's membership
history.
RENDEZ-VOUS À MONTRÉAL
Plans are progressing for the upcoming 1998 Annual Convention
in Montréal from July 23-26. A preliminary program and complete registration information will be included in the April National Bulletin. Among
the highlights:
• A wealth of exciting sessions on French and Francophone
culture, literature, language, and pedagogy.
• Numerous workshops covering subjects of interest in depth.
• Sessions and workshops by experts from Québec.
• Post-conference excursions to St.-Pierre-et-Miquelon (see
article below) and Chicoutimi.
• Exciting festivals in the city itself such as the Festival Juste Pour
Rire and the International Fireworks competition.
• Organized visits to places of interest in Montréal.
• Good food, moderate prices, and a French-speaking environment.
• Much, much more!
Make your plans now and bring your family. Montréal is easily
accessible by air from the U.S. on both American and Canadian airlines. There is train service as well, and, in fact, the Queen Elizabeth
Hotel where we are staying is located directly over the Gare Centrale.
And, of course, it is within driving distance of many parts of the U.S.
The room rate that we have negotiated with the Queen Elizabeth
is $138 Can. or approximately $102 U.S. An additional 15% federal
and provincial taxes will be added to your bill, but these taxes on hotel
rooms as well as any items you purchase to take home (but not on food
or anything you consume in Québec) are fully reimbursable. Costs for
meals are less than in most U.S. cities, given the very favorable exchange rate of about $1.33 Can. to $1.00 U.S.
Join us for a unique professional and personal experience in this
great city!
July 23-26, 1998
Queen Elizabeth Hotel
71st Annual Convention
French Teachers Coming Together
Discover the Francophone Culture of Québec
Join us for 4 days of professional meetings and celebration of the cultural heritage of Québec and the French-speaking world. For information contact: AATF, Mailcode 4510, Dept.
of Foreign Languages, Southern Illinois University, Carbondale,
IL 62901-4510; Tel: 618-453-5731; FAX: 618-453-5733; e-mail:
[email protected]
UN ATELIER AU FRANCOFORUM DE SAINT-PIERRE ET MIQUELON
Cet atelier d’une semaine se tiendra du
27 juillet au 3 août 1998 et prendra
immédiatement la suite du congrès de
Montréal. Il est proposé aux congressistes
de l’AATF qui voudront, sur le chemin du
retour, expérimenter «en situation»
certaines des pédagogies nouvelles
d’enseignement du français, tout en
découvrant Saint-Pierre et Miquelon, ce
«petit coin de France en Amérique du
Nord», situé à 25 km au sud des côtes de
Terre-Neuve.
Parmi les pédagogies que les stagiaires
pratiqueront dans le cadre de l’atelier et
qu’ils pourront ensuite utiliser dans leurs
salles de classes, citons :
• La lecture interactive qui permet de
redécouvrir le plaisir des mots.
• Les nouvelles méthodes d’enseignement de la grammaire qui, en
s’appuyant sur le talent créatif et
l’imagination des apprenants, rendent
plus motivante l’étude de cette discipline
et suppriment son aspect un peu formel.
• L’étude de vidéos qui, par une
approche nouvelle, mettent l’étudiant en
situation active et l’amènent à s’exprimer.
• Les méthodes communicatives-
expériencielles qui s’organisent autour
de projets de recherche et favorisent
aussi bien la découverte d’une culture
que le développement linguistique.
• Les ateliers d’écriture, la voie
royale pour découvrir ou redécouvrir le
plaisir d’écrire à partir d’expériences
authentiques.
• L’étude d’œuvres littéraires
modernes et celle des écrivains de
Saint-Pierre et Miquelon.
Toutes ces recherches vont bien sûr
de pair avec un programme de
découverte de l’archipel. Le dépaysement, l’expérience vécue, les
échanges authentiques sont des
éléments importants du stage.
Au programme des excursions :
• un voyage à Miquelon (comprenant
le bateau, la découverte de l’île en
autobus et un repas au restaurant)
• une excursion à l’île aux Marins
• un tour de l’île de Saint-Pierre, la
visite du musée, etc.
À cela s’ajoutent les animations et
les conférences prévues par le Francoforum.
En règle générale, les cours et les
activités en salles de classe auront lieu
5
le matin. Les après-midi seront consacrés
aux ateliers ou aux activités en extérieur.
À plusieurs reprises des animations se
tiendront en soirée.
L’hébergement a lieu le plus souvent
dans des familles d’accueil SaintPierraises. Les chambres peuvent être
prises en occupation simple (dans la
mesure des places disponibles) ou en occupation double. Les familles d’accueil sont
très attentives aux besoins des stagiaires,
mangent et s’entretiennent avec eux.
Le Francoforum peut également
organiser, pour des coûts légèrement
supérieurs, un hébergement en pension
de famille (chambre et petit déjeuner) ou
à l’hôtel.
Nous étudions en ce moment nos prix
pour les annoncer dans une édition
ultérieure du National Bulletin. Lors de
l’atelier qui eut lieu après le congrès de
Québec en 1994, ils étaient de $570 pour
l’ensemble du forfait (cours, hébergement
en chambre simple et repas, excursions
et animations) plus les frais de
déplacement Montréal-Saint-Pierre..
L’expérience 1994 fut hautement
appréciée. Ne manquez pas l’édition 1998!
THE TASK FORCE CORNER
The AATF Task Force on the
Promotion of French, created in 1994, has
now completed its work. A summary of
our actions was presented at a special
session at the AATF/ACTFL convention in
Nashville. In my final report to the AATF
Executive Council last November, I
recommended that workshops be organized to help teachers design strategies
for the promotion of French, using the
documents prepared by the Task Force
and other materials produced by AATF. As
previously mentioned in the National
Bulletin, all the documents prepared thus
far will soon be made available to AATF
members in one single packet. Following
this article you will find the progress report
from the Task Force committee “French
for Spanish Speakers,” created in 1996
and chaired by Jacqueline Thomas.
Before closing this chapter, I would like
once again to express my deepest
gratitude to the Task Force Subcommittee
Chairs who were instrumental in meeting
our objectives, working relentlessly over a
three-year period in spite of their busy
schedules: Judith Johannessen and
Eileen Leland (Identifying Successful
French Programs and Teachers), Donald
Houghton (Activities that Work), David
Barker (Recruiting College Students),
Fernande Wagman (French and Business), Claud DuVerlie (Media and
Technology), Jacqueline Donnelly (Convincing Parents and School Administrators), Sherry Dean (Taking Students
Abroad), Janet Carper (Support from
Embassies), Jacqueline Thomas (The
1996 Olympics in Atlanta and French for
Spanish Speakers), Renée White (Liaison
between Groups Promoting French),
Gladys Lipton (Promoting FLES* Programs), and Richard Williamson (Task
Force Flyers). In addition, I would like to
thank the 140 active Task Force members
who took part in the work of these
committees.
Finally, I would like to
express my sincere appreciation to
Rebecca Valette who devoted two years to
the work of the Task Force, Fred Jenkins
and Jayne Abrate for the handling of
administrative duties, Albert Vaidman for
his support, and Gladys Lipton for her
active participation and support.
As a follow-up to the work of the Task
Force, the AATF Executive Council has
decided to establish a special Commission on the Promotion of French, as
recruiting efforts will be an on-going
necessity in the future for French teachers
at all levels.
It has been a pleasure serving as chair
of the Task Force, and I hope that all our
efforts will help AATF members to retain
students and expand their French
programs.
Marie-Christine Koop
Chair, Task Force on the
Promotion of French
University of North Texas
REPORT FROM
THE SUBCOMMITTEE ON
TEACHING FRENCH
TO SPANISH SPEAKERS
Faced with a choice of which foreign
language to study, American students are
turning in great numbers to Spanish. Of
the heritage languages represented in the
U.S., Spanish is the most familiar and is
perceived as both practical and relatively
easy to master. Because Spanish and
French are from the same family of
languages, students who know Spanish
constitute a large pool of potential French
learners from which to recruit. However,
research indicates that the very similarities
that facilitate acquisition of French are not
necessarily obvious to speakers of
Spanish, especially heritage language
speakers. Furthermore, sometimes similarities between languages can be
misleading and cause interference (for
example, mispronunciations and false
cognates). Therefore, teacher intervention in the learning process is essential.
When teachers of French make Spanishspeaking students aware of the grammatical and semantic similarities between the
two languages, we can build on their
knowledge of how language works to help
them acquire many aspects of French
grammar and vocabulary. By making
French more accessible to this rapidly
growing population, we may be able to
increase not only our success rate but also
our enrollment.
The Task Force Subcommittee on
Teaching French to Spanish Speakers is
developing ways both to recruit and teach
French to students who already know
Spanish. Members of the subcommittee
have developed letters and flyers addressed to school counsellors, parents
and college advisors to promote French for
Spanish speakers. Also we have collected
testimonials from Spanish-speaking students studying French. Furthermore, we
have started to develop activities to exploit
the close relationship between French and
Spanish. Activities include those designed
to emphasize the similarities in order to
facilitate the students’ vocabulary acquisi6
tion and listening comprehension, to
encourage the students to discover that
translation is not a word to word
correspondence, no matter how close the
languages, and to encourage the students
to analyze why a word to word correspondence is not always meaningful or effective, both in poetry and songs and in
everyday speech. Other activities emphasize accelerating acquisition of French
pronunciation through comparison to
Spanish or involve reading an up-to-theminute account of the réveillons offered in
Parisian restaurants to practice reading
strategies, to learn French cultural practices, and to compare the French traditions
to those of Hispanic cultures. Also we
have designed projects which explore the
connections of language and culture and
their value in national and global
communities.
In addition, members of the Task Force
Subcommittee are creating a bibliography
of articles related to the similarities
between the two languages and to the
experiences of teachers exploiting the
similarities in their classrooms. Readers
interested in designing or reviewing
materials for this project are invited to
contact Dr. Jacqueline Thomas, Dept. of
Language and Literature, Campus Box
162, Texas A & M University-Kingsville,
Kingsville, TX 78363; Telephone: (512)
593-2579; E-mail: [[email protected]].
Jacqueline Thomas
Texas A & M, Kingsville
SELF-STUDY GUIDE
TO THE
WORLD WIDE WEB
IN FRENCH
Learn how to...
• Surf the Web.
• Find French resource
materials.
• Create your own Web
page.
• Use Web materials in the
classroom.
All in French!
http://www.siu.edu/
~aatf/self/begin.html
LES NOUVELLES DES SERVICES CULTURELS DE L'AMBASSADE
DE FRANCE
Pour obtenir des informations sur le système éducatif français, l'accès aux universités, les stages linguistiques et pédagogiques en France, les bourses
d'été de recyclage, vous pouvez vous adresser aux Services Culturels Français de votre circonscription.
ADRESSES
CIRCONSCRIPTIONS
ADRESSES
SERVICES CULTURELS DE L’AMBASSADE DE FRANCE/
NEW YORK
CIRCONSCRIPTIONS
CONSULAT DE FRANCE/LOS ANGELES
Mme Juliette SALZMANN, Attachée Culturelle
10990 Wilshire Boulevard
Arizona, Colorado, New
Suite 300
Mexico, California
Los Angeles, CA 90024
(counties: Imperial, Inyo,
Téléphone: (310) 235-3280
Kern, Kings, Los
Fax: (310) 477-0416
Angeles, Mono, Orange,
Riverside, San Bernadino
San Diego, San Luis
Obispo, Santa Barbara,
Ventura), Nevada
(counties: Clark, Esmeralda,
Lincoln, Mineral, Nye)
M. Charles BARRIÈRE, Attaché Culturel, chargé de la
coopération linguistique, éducative, et universitaire
972 Fifth Avenue
Connecticut, New
New York, NY 10021
Jersey, New York,
Téléphone: (212) 439-1436
Pennnsylvania
Fax: (212) 439-1482
CONSULAT DE FRANCE/ATLANTA
M. Jérôme POGGI, chargé des affaires culturelles et
artistiques
Marquis Two Towers Suite 2800
285 Peachtree Center Avenue
Atlanta, GA 30303
Téléphone: (404) 522-4226
Fax: (404) 525-5215
CONSULAT DE FRANCE/MIAMI
M. Claude Lorcin, chargé des affaires culturelles
1 Biscayne Tower, Suite 1710
Florida
2 South Biscayne Boulevard
Miami, FL 33131
Téléphone: (305) 372-1615
Fax: (305) 577-1069
CONSULAT DE FRANCE/BOSTON
M. Olivier BOUIN, Attaché Culturel et Scientifique
Park Square Building
Maine, Massachusetts,
31 St. James Avenue, Suite 350 New Hampshire, Rhode
Boston, MA 02116
Island, Vermont
Téléphone: (617) 292-0064
Fax: (617) 292-0793
CONSULAT DE FRANCE/LA NOUVELLE ORLEANS
Mme Nicole LENOIR, Consul Général, Attachée Culturelle
Lykes Building, Suite 2105
Alabama, Arkansas,
300 Poydras Street
Georgia, Louisiana,
New Orleans, LA 70130
Mississippi, Tennessee
Téléphone: (504) 523-6394
Fax: (504) 523-6725
CONSULAT DE FRANCE/CHICAGO
Mme Danielle BRUGUÉRA, Attachée Culturelle
Olympia Center, Suite 1170
Illinois, Indiana, Iowa,
737 North Michigan Avenue
Kansas, Kentucky,
Chicago, IL 60611
Michigan, Minnesota,
Téléphone: (312) 664-3525
Missouri, Nebraska,
Fax: (312) 664-9528
North Dakota, South
Dakota, Wisconsin
CONSULAT DE FRANCE/SAN FRANCISCO
CONSULAT DE FRANCE/HOUSTON
Mme Christine MOSSER, Attachée Culturelle et Scientifique
2777 Allen Parkway, Suite 685
Oklahoma, Texas
Houston, TX 77019
Téléphone: (713) 528-2231
Fax: (713) 528-1930
M. Patrick CHARIÈRE, Attaché Linguistique
B.C.L.E.
Alaska, California (all
540 Bush Street
counties not listed
San Francisco, CA 94180
above), Hawaii, Idaho,
Téléphone: (415) 397-0321
Montana, Nevada, (all
Fax: (415) 397-0239
counties not listed
above), Oregon, Utah,
Washington, Wyoming
AMBASSADE DE FRANCE/WASHINGTON, D.C.
M. Lazare PAUPERT, Attaché Culturel
4101 Reservoir Road
Delaware, Maryland,
Washington, D.C. 20007
North Carolina, Ohio,
Téléphone: (202) 944-6000
South Carolina, Virginia,
Fax: (202) 944-6043
Washington, D.C., W.
Virginia
7
FLES* NEWS
AATF NATIONAL FLES*
COMMISSION ELEMENTARY
AND MIDDLE SCHOOL
FRENCH POSTER CONTEST
The National FLES* Commission of the
AATF is delighted to announce the 19971998 Poster Contest for elementary and
middle school students of French in kindergarten through grade 8. Students enrolled in both public and private schools are
eligible, and we do hope that you will encourage your students to participate in the
National Contest.
The AATF Chapters will organize and
publicize the Contest and submit the best
poster for each category to the National
FLES* Commission Poster Contest which
is chaired by Harriet Saxon.
The theme for this year's contest is Say
"Hello" to the World of French (Bonjour
au monde français). This may be repre-
sented in a variety of techniques and artistic interpretations.
REQUIREMENTS
1. Entries must be completed on 12x18
inch paper and may be completed in
crayon, pen and ink, water colors, pastels,
or magic marker. The captions may be in
French or English.
2. Grade categories are K-3, 4-6, 7-8.
3. The sponsoring teachers must be
members of AATF.
4. Each poster must be accompanied
by the AATF students' information form to
be found below or which may be obtained
from Harriet Saxon, Pierrepont School, 70
East Pierrepont Avenue, Rutherford, NJ
07070. All information must be completed
for the poster to be submitted.
5. Entries will be limited to THREE PER
CHAPTER FOR EACH CATEGORY. The
local chapters are asked to select the best
poster which will be judged on the applicability to the theme, creativity, and effort.
6. Chapter Presidents are asked to send
the posters which must be postmarked by
May 15, 1998 to Harriet Saxon, Pierrepont
School, 70 East Pierrepont Avenue,
Rutherford, NJ 07070.
7. The winners will be notified about
June 1st.
8. Please mail the poster first class flat
and protected with cardboard.
9. The first place winners in each category will receive a $50 check, and winners in second and third place will receive
gifts and certificates. Letters and certificates of recognition will be sent to all students who participate in the Contest. We
again look forward to receiving delightful
and creative posters from students
throughout the United States for the 19971998 National FLES* Poster Contest.
NATIONAL FLES* COMMISSION OF AATF
ELEMENTARY AND MIDDLE SCHOOL POSTER CONTEST
STUDENT INFORMATION FORM
Please type or print all requested information:
Name of Student:
___________________________________________________________________________
Address:
___________________________________________________________________________
___________________________________________________________________________
Phone:
(______)____________________________________________________________________
Grade:
___________________________________________________________________________
School:
___________________________________________________________________________
Address:
___________________________________________________________________________
___________________________________________________________________________
Phone:
(______)____________________________________________________________________
Name of Principal:
___________________________________________________________________________
Name of Sponsoring Teacher:
___________________________________________________________________________
Address:
___________________________________________________________________________
___________________________________________________________________________
Phone:
(______)____________________________________________________________________
SIGNATURES
We understand that this poster becomes the sole property of the National Commission of FLES* of the AATF and may be
duplicated in publications and/or displayed at meetings.
Student ______________________________________________________________
Date ___________________________
Sponsoring Teacher ____________________________________________________
Date ___________________________
Parent/Guardian _______________________________________________________
Date ___________________________
AATF Chapter President ________________________________________________
Date ____________________________
PLEASE ATTACH THIS FORM TO THE POSTER AND SEND TO:
Harriet Saxon, Pierrepont School, 70 East Pierrepont Avenue, Rutherford, NJ 07070
8
Associations: Planning for the Future
The Joint National Committee for
Languages (JNCL) is an umbrella organization currently comprised of sixty-six
professional and scholarly associations
concerned with languages and international studies. Simply put, JNCL is an
organization that exists to provide a forum
for interested associations to discuss,
plan, and address national language
polices and policies that affect international education. Its sister organization,
the National Council for Languages and
International Studies (NCLIS), with a
similar but not identical membership, is the
advocacy organization that attempts to
create and influence these policies and
their funding.
Recently, for a number of reasons,
many educational and professional (as
well as other nonprofit) associations have
begun reexamining their mission and
goals, as well as engaging in some form of
strategic planning.
One difference in
current planning that seems somewhat
different from previous efforts such as
zero-based budgeting or management by
objectives is that the impetus is coming not
from the associations themselves but
rather from an environment that is
changing radically and demands attention.
Last spring at the annual Delegate
Assembly, after some very thoughtful
preparation by the Policy Committee,
JNCL-NCLIS revisited their mission, goals,
and objectives in conjunction with strategic
planning.
Our mission—to enhance
opportunities for all Americans to learn
and communicate effectively in English
and at least one other language—and
goals—to (1) unify the language profession; (2) promote policies that respect and
develop the language capabilities of all
Americans; and (3) increase the public’s
awareness of the importance of providing
opportunities for all Americans to learn and
communicate effectively in English and at
least one other language—remain consistent, although they were sharpened and
clarified.
A set of four objectives was developed
to guide and inform our strategic plan
which is, as it should be, a work in
progress: (1) initiate, promote and defend
national, state, and local policies that
encourage and enhance all languages
(including English), international education
exchanges, and international studies; (2)
increase public awareness of and commitment to second language learning and the
importance of understanding other peoples
and cultures; (3) unify the language and
international education communities to
speak with one coherent voice on issues of
national concern; and (4) provide leader-
ship development for member organizations.
What are the major variables that will
impact our mission, goals, and objectives
and shape our strategic planning over the
next ten years? More importantly, to which
of the variables must we respond, which
can we influence, and which can we
control? KPGM Peat Marwick LLP is
currently engaged in an ongoing analysis
of changes impacting public organizations
and public services entitled “Organizations
Serving the Public: Transformation to the
21st Century.” They found a “crisis of
expectations” facing governments, agencies, education, and nonprofit organizations brought on by “changing demographics, increasing political frustration, a new
economic contract, advances in technology and internal organizational pressures....” Unaware of this continuing study,
the JNCL-NCLIS Policy Committee met in
mid-August and identified five very similar
variables that must be addressed by
JNCL-NCLIS and their member organizations: demographics, economics, politics,
technology, and professional demands/
interests.
These variables are much too complex,
diverse, and even unpredictable to be
discussed in any detail here. They are,
however, the factors that we as a
profession are going to have to deal with
over the next few years. This is simply an
initial and inadequate attempt to identify
them and suggest a few of their implications.
Demographics, particularly aging, is
not an influence we can control.
Nonetheless, it certainly has a serious
impact and major consequences.
In
twelve to fifteen years, one-third of our
population, lovingly known as baby
boomers, will begin to place major
demands on limited public resources.
Already the struggle for resources
between young and old has serious
implications for education and education
associations. But beyond simple resource
allocation, this demographic raises other
questions about decreasing enrollments,
teacher replacement, leadership development, quality of life, and so on. Beaver
Cleaver’s traditional family no longer
exists. Currently, a majority of women
work outside the home, and within the next
twenty years this figure may increase to
eighty percent.
Single-parent families
abound and are increasing. The middle
class is shrinking as the rich actually are
getting richer, and everyone is just working harder. Aging parents who are living
long enough to become very sick are
demanding time, resources, and angst.
9
Perhaps as a result, people are less
inclined to join associations and civic
organizations. When they do, they tend to
be less political, less involved, and more
demanding.
If current immigration trends continue,
within the next two decades the U.S. will
become a minority-majority nation. Will
these trends continue to expand the lower
economic tier and create further demands
on limited resources? Immigration has
obvious implications for our member
associations concerned with bilingual
education and English as a Second
Language. Beyond this, however, there
are other issues that effect all of our
associations and society such as
multiculturalism, anti-immigrant sentiment,
the English Only movement, and the
stresses placed on schools and educators.
Will we continue to treat knowledge of a
first language other than English as a
problem rather than a resource?
Economics is the art of fitting limited
resources to unlimited demands. What is
changing is the context in which this is
taking place. One estimate is that now,
during the course of our working lifetime,
we will have three careers and seven jobs.
While the economy is strong, only
individuals with college degrees have
experienced real increases in their
incomes over the last twenty years.
College tuition continues to skyrocket and
outpace income growth. Even the most
successful companies are downsizing,
rightsizing, and bitsizing. Education is
being urged to follow suit using the private
sector as an example. This approach
needs to be examined very carefully.
Reforms based on "the university as a
corporation" model have been a disaster.
It will be difficult for most education
nonprofits to become "lean and mean,"
since we are already emaciated and
irritable. We need to be aware that the
public and private sectors are very
different creatures, and while we can learn
from each other, we have different needs
and goals.
Perhaps the most relevant economic
factor for JNCL-NCLIS and our members
is the transformation of national economies into part of the global economy.
Global economics has made our products—languages, exchanges, study
abroad, international business skills, and
cultural awareness—valuable and important. The Foreign Language Assistance
Act began life as part of the Omnibus
Trade Act, and the Japanese Technical
Literature Act was administered by the
Commerce Department. The industrial
age has been replaced by the information
age, and communication is the vehicle.
Distrust, devolution, and deficit reduction are present characteristics of American politics. Single issue politics and
ideological purity also are currently in
vogue. In democratic government the
pendulum swings; leaders change, longterm policies are difficult to achieve,
change comes incrementally, and reforms
come and go. Currently education is “in.”
Taxing and spending are “out.” That obviously creates some contradictions. Last
election, everyone loved education. The
love affair, however, was by no means
bipartisan, nor was it with the current
education “system." There appears to be
a good deal of agreement, even among
educators, that American education needs
to be fixed, changed, or reformed.
Whether reform is giving blocks of
education money to the states, national
tests and assessments, charter schools,
vouchers, home schooling, distance
learning, standards, school-to-work, and/
or opportunities to learn remains to be
seen. Standards appear to be fairly widely
accepted, and assessments may be
inevitable. All of us, not just our students,
will have to master (cope with) technology,
but it is not a panacea.
Changes in technology and changes
created by technology have produced an
information age full of promise and
challenge. Technology now necessitates
and facilitates lifelong learning. The Internet provides us with instant information
from anywhere in the world, but it is
communicative anarchy. E-mail allows us
to communicate information instantly,
whether it is accurate, thoughtful, and
tactful or not. In short, there is a good bit of
trash out there. Even when accurate,
information is not knowledge, and communication is not understanding. More
and more, the role of educators may be to
make this distinction and to remind
everyone that technology is the servant,
not the master.
Not only can we communicate instantly, we can do it from anywhere.
Order a pizza while driving home (you may
get anchovies).
Call your answering
machine while grocery shopping and
dictate a letter (thirty seconds or less). Call
your cellular phone company while walking
down the street and by pushing number
after number you can eventually get
information about your bill (don’t try to talk
to a real person). By walking up to the right
machine you can get money anywhere in
the world (whether you have it in the bank
or not). Buy your gas with plastic (don’t ask
to have your oil checked). Technology is
unquestionably creating a societal revolution as great as any that has gone before.
Physical location may become irrelevant.
Privacy impossible.
Information overwhelming. Access instant. Time immaterial.
What is the organizational context in
which these variables are going to interact?
Associations, in general, and education
associations, in particular, tend to resist
change. All factors considered, however,
it seems unlikely that our associations in
ten years will look like they do now. The
complexity of society is going to require
associations to handle complex problems
while facing demands for simple, immediate, and cheap solutions. Most associations have and represent a variety of
vested interests. Balancing and negotiating compromise among members will put
even greater strains upon associations,
particularly those who do not have clear
missions, goals, and purposes. Member
empowerment may become more important as issues of control, hierarchy, and
management are resolved. In the future,
association effectiveness and even survival may depend on how well we address
such concerns as streamlining, cooperating, sharing, focusing, and performing.
Finally, demographics and economics
are variables over which we have no
control but to which we must react. This
doesn’t mean that we can be impassive.
Immigration, English only, the rising cost of
higher education, changing enrollments,
and global competitiveness are matters of
importance to us. To react properly and
effectively, we will have to read the trends
accurately and plan accordingly.
NCLIS was created to influence the
politics and policies that affect language
and international studies professionals.
We have been successful beyond our
most optimistic expectations, but to continue to influence policy we will have to be
prepared to adapt, adjust, and compromise. Continuing to have a professional, knowledgeable Washington "presence" will remain essential. On another
front, however, empowering our members
to engage in successful advocacy also will
be necessary for the next century.
Technology is a tool that we must master
and control. Issues of the nature and
quality of materials in the information age
clearly are our responsibility. Shaping our
organizations and associations to respond
to this responsibility, among others, and to
the needs of our members is why we exist.
J. David Edwards, Ph.D.
JNCL-NCLIS Executive Director
10
NORTHEAST CONFERENCE
SEEKS EDITOR
The Board of Directors of the Northeast
Conference on the Teaching of Foreign
Languages invites applications for the
position of Articles Editor of the Northeast
Conference Review, a semi-annual refereed publication formerly known as the
Northeast Conference Newsletter.
The Articles Editor, in collaboration with
the Executive Director and the Publications Committee, is responsible for:
· soliciting and submitting to the
Northeast Conference Executive
Director articles for each issue;
· coordinating the referee process for
all articles submitted by authors;
· overseeing the preparation of the
Best of the States articles according
to the procedures approved by the
Northeast Conference Board of
Directors;
· reviewing and updating the
guidelines for authors;
· completing the final editing and
proofreading of each article accepted for publication;
· attending the annual Northeast
Conference for the purpose of
soliciting articles;
· preparing a brief written report of
the status of the Review for the
September, January, and April
meetings of the Board of Directors;
· attending one or more meetings of
the Board of Directors (at NEC
expense) as determined by the
Conference Chair in consultation
with the Publications Committee and
Executive Director, to discuss
issues pertaining to the Review.
Appointment is for a two-year renewable term. The Articles Editor receives an
honorarium for each issue. The new Editor
will be appointed in April 1999.
To apply for this position, send a letter
of interest, résumé, and samples of published articles or material that the applicant
has edited to: Dr. Richard Donato, Chair,
1998 Northeast Conference, University of
Pittsburgh, 4H33 Forbes Quadrangle,
Pittsburg, PA 15260; Telephone: (412)
624-7258; e-mail: [[email protected].
edu].
Applications must be postmarked by
March 1, 1998. Finalists for the position
will be interviewed during the Northeast
Conference, April 16-19, 1998.
The Northeast Conference is an
affirmative action, equal opportunity
employer. The Conference encourages
qualified minorities and women to apply.
DRAFT POSITION PAPER OF THE AATF TELEMATICS AND NEW
TECHNOLOGIES COMMISSION ON THE USE OF THE INTERNET/
WORLD WIDE WEB IN THE FRENCH CLASSROOM
The use of computer technology in
foreign language instruction is becoming
not only more prevalent but constitutes a
vital tool for creating a communicative
environment that extends beyond the
classroom. Schools are equipping learning laboratories and individual classrooms
with multimedia technology linking students via the Internet to the world at large.
No technology can be a substitute for a
well-trained enthusiastic teacher in the
classroom, but these new technologies
offer opportunities for expanding and
personalizing the educational experience
that were unheard of just a few years ago.
French teachers should not be caught
unaware and should be trained to use
these resources in the most effective way
possible to enhance their students’
language learning and communicative
opportunities. Furthermore, some familiarity with the Internet/World Wide Web will
become a necessity for all citizens in the
21st century.
The possibilities for research and
communication offered by the Internet,
electronic mail, and especially the World
Wide Web (WWW) create new opportunities for using French in a practical and
enriching way to communicate with others
and to consult a myriad of French textual
and audio-visual resources. In particular,
as states implement standards for foreign
language instruction, the Internet offers
many of the resources required to
translate these standards into actual
learning in the classroom. The goals
elaborated in the national foreign language
standards document, Standards for Foreign Language Learning: Preparing for the
21st Century, include (1) communicating in
languages other than English; (2) gaining
knowledge and understanding of other
cultures; (3) connecting with other disciplines and acquiring information; (4)
developing insight into the nature of
language and culture; and (5) participating
in multilingual communities at home and
around the world. Internet/WWW technology is exceptionally well suited to achieving these goals, especially those which
reach beyond the classroom itself into
other disciplines, cultures, and communities.
The Internet and the World Wide Web
allow students to use their linguistic skills to
communicate with others in French, to
learn about many different Francophone
cultures, to explore other disciplines and
acquire a wide range of information in
French or related to the Francophone
world, to observe linguistic variations and
usage found in Internet resources or by
communicating with French speakers from
a variety of countries, and to participate in
various French-speaking communities. In
more remote geographic areas and
smaller schools, some of these goals
would be very difficult to achieve without
the Internet/WWW. Both teachers and
students can benefit from Internet/WWW
use in French. Teachers can gain instantaneous access to resources which would
otherwise be unavailable to them—textual
documents from authentic sources, including literary selections, informational texts,
and current press articles; visual images of
places and cultures they are not able to
visit and other realia such as maps, tickets,
paintings, schedules, and photographs;
and up-to-date audio, and, more recently,
video documents.
Administrators and
teachers should keep the following
guidelines in mind when considering how
to allocate compute resources, in promoting classroom use of such technologies, and in developing programs for
professional development.
1.Protection: All schools should have
in place an Internet/WWW use policy,
approved by the school administration and
signed by teachers, students, and parents.
There is a significant amount of material on
the Internet/WWW that is inappropriate for
students. However, this should not prevent teachers and students from using the
vast quantity of valuable information that is
available, and often only available, on the
Internet/WWW. Appropriate use policies
protect all involved, and well-designed
lessons and activities minimize the risk
that students will venture beyond the limits
established by the teacher.
2.Access: The French teacher should
have easy access to adequate facilities for
connecting to the Internet/WWW, using
electronic mail, and posting on the Web
pages created by students or by the
teacher. All students should be able to use
electronic mail to correspond with Frenchspeaking “keypals,” thus allowing them to
practice their language skills in a real
situation. In addition, all students should
have the opportunity to become familiar
with using Web resources in French, both
finding and consulting them, either in the
classroom itself or in a lab facility. These
11
two capabilities, electronic mail and Web
access, provide an excellent forum for
allowing students to communicate with
native speakers from the many
Francophone regions of the world, to
collaborate with other students of French
both in the U.S. and in other countries, and
to present themselves and their school to
the public.
3. Hardware and software: Several
types of hardware and software are
available for connecting to the Internet/
WWW. Minimum requirements are (a) a
computer of sufficient power, memory
(RAM), and connection speed for Web use
to be feasible, preferably by direct link or,
at least, by high-speed modem connection, (b) the ability to download and store
information, and (c) printers and projection
equipment for using Internet/WWW resources in the French classroom. Any
classroom modem connection must be
made via a dedicated telephone line.
Rapid access is particularly necessary in
the case of group work by students. Slow
computers or poor connections waste too
much valuable learning time and cause
needless frustration.
4. Technical training: Generic technical training should be required for all
teachers. Furthermore, specialized training is recommended for French teachers
who plan to use the Internet/WWW in the
French classroom. Training seminars and
workshops for French teachers can help
them develop the pedagogical tools to
design lessons and activities that make
effective, appropriate use of French
Internet/WWW resources. Questions pertaining to use of accents, correct
terminology, location of French-related
resources, site evaluation, and specialized
foreign language pedagogical applications
can best be answered by experts trained in
the subject area.
5. Support services: While use of the
Web itself is easy, obstacles often arise
regarding means of connection and other
hardware or software problems. Teachers
should have, in addition to adequate
technical training in connecting to the
Internet/WWW from their school and in
solving common problems, ongoing support available in the school.
6. Integrating technology in the
classroom: Internet/WWW activities
should be part of every French curriculum.
Actual applications may depend on the
facilities available in a particular setting,
but, at the very least, teachers should have
access to the necessary equipment to
project or replay computer sessions in the
classroom. If a computer lab is not
available for use by a whole class, there
should be a set-up in the classroom itself
where students can send electronic mail,
consult the Internet/WWW under the
teacher’s supervision, and use material
that the teacher has located on the
Internet/WWW. Furthermore, the Internet/WWW is a tool, not a methodology; the
technology must always remain subordinate to the content and language use.
Effective Internet/WWW pedagogy should
not involve merely transposing traditional
activities to the technology but should take
full advantage of the unique capabilities of
the Internet/WWW for communicating
rapidly and consulting resources not easily
available in the classroom.
7. Recognition: The potential benefits
of Internet/WWW resources are tremendous. However, the rapid pace of change
in the technology and the evolution in
available resources mean that teachers
will have difficulty keeping abreast of the
latest developments. They must maintain
their personal level of competence, often
in the face of students who are more
technologically knowledgeable than they,
as well as create many Internet/WWW
pedagogical materials and activities themselves. Therefore, Internet/WWW projects
should be recognized as legitimate
professional activities, and teachers
should be given professional development
support to participate in training workshops and seminars, credit for innovative
implementations of Internet/WWW technology in the classroom, and financial
support for disseminating their ideas in
appropriate professional forums.
In order to prepare students for the 21st
century, teachers need to demonstrate to
their students the possibilities offered by
the Internet/WWW for communication,
research, and personal enrichment in all
disciplines, not just in the sciences or
technical fields. The quantity and quality
of French resources on the Internet/
WWW and the possibility for nearly
instantaneous access and communication in French and with French speakers,
make the foreign language classroom an
ideal place for taking advantage of this
ever expanding tool.
The AATF Executive Council has
approved dissemination of this position
paper for members' reactions. Please
send your comments to AATF, Mailcode
Carbondale, IL 62901-4510; FAX: 618453-5731; e-mail: [email protected]. We
need to know if this document reflects
your concerns and if and how it would be
helpful or could be made more so.
american council on the teaching of foreign languages, inc.
ACTFL
6 Executive Plaza, Yonkers, NY 10701-6801
(914) 963-8830 • FAX (914) 963-1275 • HTTP://WWW.INFI.NET/~ACTFL
4
1997
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47407
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12
AATF SMALL GRANT AWARDS
CONTINUED FOR 1997-1998
At the Nashville Convention last November, the Executive Council again renewed
the AATF Small Grants program to support
local projects by Chapter members who
need an extra infusion of cash in order to
get their project off the ground or to bring
their project to completion. The total
amount of funds available is $5000, with the
maximum award being $500. The usual restriction will still be in effect: 100% matching funds—or less if the Chapter treasury
cannot meet the challenge—must also be
committed by the Chapter to which the applicant belongs. In this way, it is hoped that
the applicant can attract sufficient overall
funding.
Application procedures and requirements remain the same as in previous
years. A letter specifying the following
should be sent to the Executive Director,
Mailcode 4510, Southern Illinois University,
Carbondale, IL 62901-4510 by March 1,
1998: (1) name of applicant and Chapter to
which he/she belongs; (2) a brief summary
of the project, including purpose, individuals involved, inclusive dates; (3) total anticipated budget; (4) funds requested; (5)
other sources of funds being sought, INCLUDING AMOUNT TO BE MATCHED
FROM CHAPTER TREASURY (Thismust
be attested to by Chapter Secretary-Treasurer). PLEASE NOTE: Every year some
interesting requests remain unfunded because of lack of financial support at the
Chapter level; it is important to begin the
application process AS SOON AS YOU
READ THIS by alerting your Chapter officers to your upcoming request.
Members should remember that the
basic purpose of this modest program is
to aid those members who need supplementary funds to carry out a worthy project
that would otherwise be unfunded or
underfunded. Projects must bear some
relationship to the purposes of the Association, namely the furthering of French
studies in North America, and be of potential benefit to other members of the Chapter or to his/her students of French. Under
no circumstances will awards be made to
carry on strictly personal research or to
travel abroad for the sake of general enlightenment. Members at all levels of instruction may apply.
To get a better idea of the types of requests that have been funded in the past,
please see these April issues of the National Bulletin: 1989, p. 12; 1990, 1991,
1992, all p. 1; 1993, p. 8; 1994 (Nov. issue), p. 6; 1995, p. 10; 1996 (Sept. issue),
p. 26; 1997, p. 6. However, new types of
projects will also be given full consideration.
All requests will be acknowledged and
results will be announced by the end of
March 1998.
A MESSAGE FROM THE
EXECUTIVE DIRECTOR
and seeing what our exhibitors have to offer in Montréal.
As you look toward the spring semester and registration for next year's French
courses, I would like to offer some thoughts.
Remind students to talk about French and
what they do in class with their friends.
Word of mouth is still one of the best forms
of advertising. Secondly, when you are
searching for an argument to respond to
the question, "Why take French?" consider
the following:
Only a very small percentage of students beginning any foreign language will
go on to use that language professionally.
It is really a false argument to imply that
French, or any language for that matter,
will be used by those elementary-level
learners in a future job. However, foreign
language study will be useful to them professionally. If there are two hundred applicants for a job, proficiency in French sets
that student apart from the others. Even if
speaking French is not required for a position, an advanced level of study demon-
Having just returned from an exciting
conference in Nashville, we are already
looking forward to this summer's convention in Montréal and entering the initial
stages of planning for the 1999 convention
in St. Louis as well as a convention in Paris
in the year 2000. These events owe their
success to many people, the local committee and Executive Council members
who organize them, the presenters who
offer insightful and innovative content, our
partners, the local agencies in Québec who
are supporting our efforts, our colleagues
at the French Cultural Services, as well as
local chapters, and certainly our exhibitors
who contribute to the work of our association by advertising and exhibiting their
wares at our conventions. I would like to
urge as many of you as possible to take
advantage of the opportunities offered for
travel to a Francophone country, professional development, meeting and sharing
with colleagues from across the country,
Jayne Abrate
Executive Director
13
strates many things, including commitment
on the student's part to pursuing a goal,
offers concrete evidence of communicative
skills which are applicable to any language
and situation, and implies a knowledge of
other peoples, cultures, and ways of living.
If the student has foreign study or travel
experience, dealing with unfamiliar or
stressful situations can be added to that
list. Students who study French will have
an awareness not only of Europe but of
Francophone Canada, Africa, Asia, and the
Caribbean as well.
When one talks with employers about
what they are looking for in potential employees, the traits that are mentioned usually include "good communication skills,"
"adaptability," "the ability to work with others." Isn't this what we encourage in our
classes?
Certainly, any good argument for studying French, and there are many, will appeal to some potential student, and we
must not limit ourselves by relying on only
a few. As students progress in their study
of French, reminding them of all the opportunities available professionally is a wise
idea. However, at the earliest stages when
we are struggling against the common misconception that Spanish is the "useful language," French teachers are often hardpressed to find an effective response.
When someone asks "Why study
French?" the answer can be, "Why not
study French?" The basic linguistic and
communicative benefits of learning another
language are the same whether one is
studying French or Spanish or German or
Japanese. It is the study of another language that is important, not the language
per se. The argument must never be, "It is
better to study French than Spanish because...." Teachers should insist, "It is crucial to study another language in today's
ever-shrinking world, and here are some
reasons to study French...."
Throughout the spring the AATF will be
exhibiting and sponsoring events at many
of the regional conferences. You will see
us at the Northeast Conference, Central
States in Milwaukee, SCOLT in Savannah,
and SWCOLT in Phoenix. Be sure to attend the AATF-sponsored sessions and
functions and visit the exhibit booth.
I look forward to seeing you at these
conferences and in Montréal!
Jayne Abrate
Executive Director
AATF EXCELLENCE IN TEACHING AWARDS
The American Association of Teachers of French will offer four awards for
outstanding teachers annually: one to
an elementary school teacher, one to
a middle school or junior high school
teacher, one to a high school teacher,
and one to a post-secondary teacher
(at a university, college, or junior college). If there is no suitable candidate
in any one of the award areas, the AATF
reserves the right not to make an award
for that year in that area.
The purpose of the awards program
is to recognize those teachers who have
demonstrated excellence and commitment in the teaching of French language, culture, and literature.
The award itself will be a framed certificate from the AATF recognizing the
recipient for his or her outstanding contributions to the teaching of French.
The AATF will acknowledge the recipients of the awards by sending a letter
to their principal and/or supervisor. The
National Bulletin will have a feature article on the recipients, and the recipients will receive a one-year complimentary membership in AATF.
Nominations may be made by an individual member of the AATF in good
standing or by a Chapter of the AATF.
All nomination documents must be
sent to the awards chairperson by the
deadline indicated on the nomination
form.
For each level of the awards, the
nomination committee will consist of
two members of the AATF Executive
Council and one teacher-member at
large.
Any nomination that exceeds the
five (5) page limit will be disqualified
and returned to the nominator.
A teacher may receive the award
only one time at the same level.
TIME LINE
Since the awards will be presented
at the annual convention, the deadline
for submitting all documents to the
awards chairperson will be March 15,
1998.
The awards chairperson will then
distribute the award nominations to the
committee members and the decision
will be made by April 15. The recipients will be notified by May 15 so that
they can make arrangements to be
present at the awards program.
QUALIFICATIONS
1. Nominees for the AATF award must
have a minimum of five years teaching experience at the level for which
they are candidates and must be
teaching currently at the level for
which they are candidates.
have been members of the AATF for
the past five consecutive years.
3. Current AATF Chapter, Regional or
National officers are not eligible for
the AATF award.
have made a significant impact on students, school, and community at the
award level for which they are candidates.
be participants in AATF activities locally, regionally, and/or nationally.
EVALUATION CRITERIA
1. Outstanding teaching:
A. Evidence of teaching achievements that have led to:
1.Students' proficiency in French.
2.Students' knowledge of French,
Francophone culture, and/or
Francophone literature.
3.Students' intellectual growth.
4.Motivation of students for the
continued study of French.
B. Evidence could include, but is not
limited to:
1.Student participation in extracurricular French activities, including exchange programs.
2.Student performance on standardized tests such as:
—the National French exam
—the DELF/DALF Exam
—French Achievement Tests
—the GRE Exam
— French Advanced Placement
—Teaching Licensure Tests
3. Enrollment trends or expanded
curricular offerings
4.Teacher selection for school or
university teaching awards
2. Nominee's professional growth and
contributions to the profession:
A. Evidence of continuing professional growth, which could include, but is not limited to, the following:
1. Attendance at foreign language-oriented conferences
and/or workshops
2.Pursuit of a degree or degrees
14
in higher education
3.Participation in grant-supported
workshops or research
B. Evidence of continuing significant
contributions at several levels:
(eg. the school, local, state/regional, national, or international
levels). Evidence could include,
but is not limited to:
1.Sponsorship of extracurricular
activities such as a club or a
student exchange program
2.Leadership and/or service in
professional organizations
3.Research, presentations at
conferences, and publications
in professional journals
NOMINATION PACKET
The nomination packet may not exceed
a total of five pages and must include
the following:
1. A résumé of education, employment,
recent activities and awards on the
officially provided two-page form. The
applicant may present the requested
information on the form or may send
a curriculum vitae which includes the
same information (not to exceed two
(2) pages (pages 1 & 2).
2.A one-page personal statement by
the nominee in which he or she addresses the following topic: Of your
contributions in and out of the classroom, of which are you the most
proud? Explain your choice (page 3).
3.Two supporting documents: the applicant should send two (2) letters of
recommendation, one addressing
teaching excellence and one addressing demonstration of commitment to
the profession (pages 4 & 5).
4. All nominations and forms should be
submitted with the original nomination packet and four copies organized
into five complete packets for distribution to committee members.
5.PLEASE NOTE: The nomination
packet should NOT be bound or presented in a scrapbook or folder.
6. Submit the five packets for the nomination to the Awards Chairperson:
Mary Jo Netherton
Associate Professor of French
Morehead State University
UPO Box 1215
Morehead, KY 40351
The nomination should be received no
later than March 15, 1998 for awards
to be made in July 1998.
NOMIN
ATION FORM FOR THE
NOMINA
AMERICAN ASSOCIA
TION OF TEA
CHERS OF FRENCH
ASSOCIATION
TEACHERS
EX
CELLENCE
IN
TEA
CHING
EXCELLENCE
TEACHING AWARD 1998
Candidate information (please type)
Check apropriate category:
NAME____________________________________________________ ______Post-secondary
______Secondary
INSTITUTION_______________________________________________ ______Junior-high/Middle school
______Elementary
POSITION_______________________________________________________
ADDRESS______________________________________________________________________________________________
TELEPHONE____________________________________(office)
__________________________________________ (home)
Educa
tional Bac
kg
Educational
Backg
kgrr ound
Institution
Degree Received
Teac
hing Experience
eaching
Institution
Years
Position
Dates
Member
ship/Of
of
essional Or
ganiza
tions
Membership/Of
ship/Offfices Held in Pr
Prof
ofessional
Org
anizations
Organization
Dates of Membership
Elected Office/Committee
15
Years
Academic Committees
Committee
Dates
Pr
of
essional Acti
vities
Prof
ofessional
Activities
Activity
Date
Special Awar
ds or R
eco
gnition
ards
Reco
ecognition
Award
Given by
16
Date
EDITOR FOR "COURSE MATERIALS AND METHODOLOGY” RUBRIC
IN THE FRENCH REVIEW RESPONDS TO NEW CHALLENGE
motivate students. Once materials are
slated for review, the next challenge is to
match them with a reviewer who has
experience using them or who is willing to
try them with a class.
3. By what means do you learn about
materials which should be reviewed?
Margot M. Steinhart
The Editor-in-Chief of the French
Review, Ronald W. Tobin, has appointed
Margot M. Steinhart, Barrington High
School, Illinois, to the position of Review
Editor of the rubric, "Course Materials and
Methodology," to increase the visibility of
materials available for primary and
secondary teachers and to stimulate interest in traditional and new materials. The
challenges of this new rubric and the
changes envisioned by the editor are in
response to the needs of AATF members
who work with early through advanced
learners of French.
1. What challenges do you envision
in accepting the role of editor of the new
"Course Materials and Methodology” rubric?
2. What types of materials do you
expect to have reviewed?
One of the challenges is to make our
readers, publishers, and potential reviewers aware of the recent expansion of this
rubric from the one which my predecessor,
Jean-Pierre Cauvin, ably edited for a
number of years. The new title conveys
our intention to continue publishing
reviews on course texts or series with
ancillary components of audio and video
cassettes and workbooks as well as to
include other types of materials, e.g.,
more discrete thematic units, CD-ROM
programs, collections of songs, comptines,
and poems, and even games. In short,
most published materials which a teacher
might use with students could be
considered for review. The inclusion of
new types of materials for review is
indicative of how teachers actually teach.
In addition to exploiting a primary text or
texts, teachers use a variety of supplementary materials in creative ways to
reinforce skills and knowledge and to
Materials which are targeted for review
may come from direct requests made by
the rubric editor to the publisher. They may
also be noted by members who ask to
review a particular work.
Sometimes,
publishers and authors may forward
unsolicited works, or they may feature new
materials in their catalogs and advertisements. Another strategy is to survey
materials exhibited by publishers at foreign
language conferences
4. Are there any specific requirements
which must be met before the materials
are reviewed?
The materials reviewed should be
readily available from a credible publisher.
They should also be current and reflect
good pedagogical practices. There is also
an expectation that a publisher provide the
program components to a reviewer.
5. Do you have a group of reviewers for
specific types of materials?
6. Are you hoping to add to the group of
reviewers?
A number of excellent reviewers
were writing articles for my predecessor
and are continuing to submit reviews,
sometimes on similar materials, but also
expanding their own repertoire. In addition, I have been soliciting reviewers
through direct contact and through
announcements in the AATF National
Bulletin and the AATF Web page.
Gradually, our readers will see more
reviews by secondary and elementary
teachers of French as well as new and
familiar reviewers at the post-secondary
level. The best reviews are undoubtedly
written by reviewers who have actually
used the material with students.
7. Realizing a reviewer tries to critique
without prejudice, are the editors planning
for rebuttals or comments from either the
authors or users of the material? If so,
what format might these comments take?
Clearly, comments and rebuttals
from users and authors could add another
dimension to the reviews that are published and be of service to teachers who
are seeking new or supplementary mater17
ials for their courses. For some new tools
and materials, we will begin to add a new
feature: an abstract of about 100 words to
describe the materials, the intended
audience, the components, and the
objectives to be served. Within the next
year, the same reviewer or perhaps
another could use the materials and write
the 650-word review that is currently found
in the French Review. At that point, users
and authors would have an opportunity to
respond to points raised by the review. Of
course, one of the challenges is making
the review timely since there is an inevitable delay between submission of a review
and its appearance in the French Review.
Another possible forum for responses to the reviews would be to have
letters from users appear on the AATF
Web Page a few months after the initial
apppearance of a review in the journal.
Since the Editor-in-Chief, Ronald W.
Tobin, is willing to implement new approaches, we will experiment with this
model and then evaluate its effectiveness.
It is very important that readers respond
with comments and suggestions on how
this rubric can meet their professional
requirements and interests. Readers are
invited to contact me at Barrington High
School, 616 West Main Street, Barrington,
IL 60010-3099 or at [msteinhart@
cusd220.lake.k12.il.us].
What's New in the
French Review?
Vol. 71, No. 3 (February 1998)
In this issue, look for these
articles of interest:
• "Successful and Less Successful Listeners of French: What Are
the Strategy Differences?" (Street)
• "Louise Labé and the 'Climat
Lyonnais'" (Blanc)
and in Vol. 71, No. 4 (March 1998)
• "Teaching the Sound System(s): The Case of Mid-Vowels"
(Shelley)
• "Beurette suis et beurette ne
veux pas toujours être: entretien
avec Tassadit Imache" (Chevillot)
... As well as articles on topics
including Mallarmé, Balzac,
Raphaël Confiant, Camus and
much more.
•• Don’t forget “La Vie des mots”
and the many fine reviews!
L'ACCÈS À L'AUDIOVISUEL:
ACTIVITÉS DES SERVICES
CULTURELS FRANÇAIS
Veuillez contacter les Consulats de
France ou un des bureaux audiovisuels:
• New York: Téléphone: (212) 439-1430;
FAX: (212) 439-1475
• Nouvelle Orléans: Téléphone/FAX:
(504) 529-7502
• Los Angeles: Téléphone: (310) 4790643; FAX (310) 479-2745
ACTUALITÉS:
"Le Journal" de France Télévision
Ces actualités quotidiennes en français
et sous-titrées en anglais sont diffusées
dans plus de 26 millions de foyers à travers
les États-Unis, directement par les réseaux
câblés sur les chaînes nationales de câble
"Knowledge TV," "International Channel,"
et "Scola". "Le Journal" pourrait également
être capté de 18h à18h30 (heure de l'est)
directement du satellite ANIK E 2-canal 2.
Pour plus d'informations, contactez le
câblo-opérateur local. D'une durée de 30
minutes, "Le Journal" offre un regard vivant et en profondeur sur l'actualité internationale (économie, politique, culture)
selon une analyse française. Pour
renseignements techniques, veuillez
contacter France-2 au (212) 581-1771.
TV5 USA
La version américaine de cette chaîne
mondiale francophone débutera en janvier
1998. Relayée à travers des réseaux de
télévision par câble et par diffusion direct
de satellite, TV5 USA proposera des films,
des documentaires, des émissions pour
enfants, des programmes éducatifs ainsi
que des actualités. Pour renseignements,
veuillez consulter le site Internet [http://
www.tv5.org] ou téléphoner au numéro
gratuit 1-888-902-5322. Pour informations
sur l'achat de l'équipement nécessaire pour
capter TV5 USA, contactez le DISH Network au 1-800-333-3474. Les professeurs
de français sont invités à contacter Mme
Arlette NIEDOBA au (514) 522-5322.
SÉRIES CULTURELLES:
French Focus
Cette série hebdomadaire présente les
faits d'actualité et de la vie quotidienne dans
la France d'aujourd'hui. Ce programme
présente des sujets en français (avec soustitrage en anglais) et/ou en anglais.
Le bureau audiovisuel produit
"CANAPÉ," une série bi-menuelle sur
l'actualité culturelle française aux ÉtatsUnis. Cette émission d'une heure est
proposée gratuitement à travers le pays.
Ces émissions sont déjà distribuées dans
10 localités du Sud et de l'Est des ÉtatsUnis et seront inclues dans la grille de
programmes nationale de "SCOLA," de
"International Channe,l" et de Knowledge
TV."
COPRODUCTION INTERNATIONALE:
En association avec TV France
Internationale (TVFI), nous apportons notre
concours aux producteurs de télévision
américains à la recherche de contacts et
de partenaires français, en particulier lors
des conférences professionnelles de
programmation télévisuelle de la NAB, de
INPUT, de la NATPE, et de la NCTA. Une
Revue Mensuelle de l'Actualité Audiovisuelle, produite par le bureau à New York,
est distribuée aux professionnels français.
RADIO:
Radio France Internationale (RFI) est
accessible 24h/24 gratuitement par satellite et sur ondes courtes, en français, en
anglais, ainsi que dans d'autres langues
dont le créole. Les fréquences captées aux
États-Unis sont: 11700, 13625, et 9790
kHz. Un bulletin trimestriel est disponible:
RFI, 116, avenue du Président Kennedy,
75016 PARIS, FRANCE.
Francelink, ou la radio sur l'Internet. En
se connectant au site web dont l'adresse
est [http://www.francelink.com], les
utilisateurs sur Internet ont accès aux bulletins d'information et aux programmes radio de 5 stations françaises: RFI, RTL,
Europe 1, Radio France Sorbonne, et
France Fréquence (qui émet de Washington). Pour ceux qui n'ont pas accès à
l'Internet, il est possible d'appeler l'un des
deux numéros d'accès à Francelink à
Washington: (703) 385-9406 et à Los Angeles: (213) 689-INFO, pour recevoir par
téléphone toutes les nouvelles réactualisées.
Une liste des radios françaises est disponible à [http://www.brume.org/radios/].
La "Francophone Broadcasting Corporation (FBC)" est une association à but non
lucratif de la radio et de la télévision
francophones, destinée à centraliser les
échanges avec d'autres radios et TV
francophones. Pour tous renseignements,
appeler au (310) 471-6897.
LE "FRENCH MUSIC OFFICE":
Ce bureau [téléphone: (212) 397-4018]
aide les stations de radio à obtenir toutes
sortes d'enregistrements musicaux
provenant de France et met à leur disposition des collections gratuites afin de
présenter et de promouvoir la musique
française auprès des stations de radio
américaines.
MÉDIA PÉDAGOGIQUE/FACSEA:
Nous encourageons les francophiles,
les groupes culturels, et les écoles à
découvrir les nombreux programmes
culturels, CD-ROM, etc. disponibles à
travers la médiathèque française FACSEA
18
(appeler le 1-800-WFRENCH ) pour obtenir
leur catalogue ou consulter leur site web à
[http://www.facsea.org].
Les Services Culturels Français
fournissent plusieurs séries pour
l'enseignement de la langue et de la culture françaises. Des rencontres sur les
programmes d'enseignement sont organisées en association avec la nouvelle
chaîne éducative française "La Cinquième".
D'autres séries ou émissions sont par
ailleurs disponibles sur un grand nombre
de sujets, et des projets de coproduction
peuvent être mis en place pour des
programmations pédagogiques. Contacter
les bureaux audiovisuels pour connaître la
liste complète des séries disponibles et des
émissions en développement.
Nous offrons également des informations détaillées sur:
• les CD-ROM français et autres bases
de données informatiques.
• les programmes de formation des
professeurs de français.
• les téléconférences par satellite: le
Bureau Audiovisuel a travaillé avec de
nombreuses agences américaines,
dont la SERC, la SECA, et Louisiana
Public Broadcasting, pour produire
des téléconférences entre la France
et les États-Unis sur l'environnement
et l'enseignement des langues
étrangères.
TÉLÉCOMMUNICATIONS:
De multiples services français sur
Internet donnent accès à un nombre
considérable d'informations culturelles,
scientifiques, et économiques sur la
France, dont les documents sur notre
télévision et nos programmes de radio.
Quatre sites sont recommandés pour
commencer:
• L'Ambassade de France
[http://www.info-france-usa.org]
• Le Ministère des Affaires Étrangères
[http://www. diplomatie.fr]
• L'American Association of Teachers
of French [http://aatf.utsa.edu/]
• Le Service commercial France
[http://www.france.com]
Le MINITEL, service télématique
connecté à plus de 8 millions de foyers
français et d'écoles et qui offre plus de
20.000 services, est accessible aux ÉtatsUnis. Contacter l'entreprise MINITEL SERVICES au 1-800-MINITEL pour recevoir le
logiciel permettant l'accès depuis votre
ordinateur aux services du Minitel. Les
professeurs de français et les autres
francophiles seront intéressés par le service télématique FRANCEMONDE dont
l'accès est possible par le web à [http://
www.minitel.fr/].
American Association of Teachers of French:
COMMUNICATIONS SURVEY
The AATF is polling its members and other French educators to learn what kinds of information you value receiving from our organization and the most effective means of providing it. Please take the time to complete this survey and return it by March 1, 1998, to the
address at the bottom of this form.
I. WHAT INFORMATION AND MATERIAL SHOULD AATF PROVIDE?
Please indicate the priority you place on each of the items below. 1 = High Importance 2 = Of Some Value 3 = Of Low/No Interest
1.
Information on Professional Development Resources for Teachers
______Fellowship and Grant Opportunities
______University Graduate Programs in French
______Teacher Exchange Programs
______Summer Professional Development Workshops
______Work/Study Abroad Programs for Teachers
Other:____________________________________________
Comments: ________________________________________________________________________________________________
__________________________________________________________________________________________________________
2.
Information on Student Resources
______Student Exchange Programs
______National French Honor Society
______Class Exchange Programs
______Pi Delta Phi
______Student Peer Correspondance Programs
(Post-Secondary Honor Society for University French Students)
______Travel Opportunities in Francophone Countries
______Le Grand Concours
______Work/Study Abroad Programs for Students
______Other Contests for French Students
______Internships for University Students
______Publication Opportunities for French Students
______Scholarships for University French Students
Comments: _________________________________________________________________________________________________
___________________________________________________________________________________________________________
3.
Instructional Materials and Methodology
______Contemporary Authentic Cultural Documents
______Textbook Reviews
______Music (Recordings; Texts; Videos)
______Software Reviews
______Literature (Short Stories, Poetry, etc.)
______Film Reviews
______Games
______Reviews of Other Materials
______Teaching Units (Varied Topics)
Other:___________________________________________
______Teaching Methods
Comments: ________________________________________________________________________________________________
__________________________________________________________________________________________________________
4. Scholarship/Intellectual Growth
______Literary Criticism
______Research on Learning
______French Linguistics
______Second Language Acquisition Research
______Applied Linguistics
______Research on Pedagogy
______Cultural Studies
Other:____________________________________________
Comments:_________________________________________________________________________________________________
__________________________________________________________________________________________________________
5. Cultural and Linguistic Updates
______Current Issues in France/Francophone Countries
______Youth Issues
______Linguistic Updates
Other:____________________________________________
Comments:_________________________________________________________________________________________________
__________________________________________________________________________________________________________
6. General Education Issues and Trends
______National Standards: Classroom Implications
______Technology and Its Application
______Block Scheduling
______Teacher-Training
______Interdisciplinary Instruction
______Professional Development Issues
______Learning Styles/Seven Intelligences
Other:____________________________________________
Comments: ________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
19
7. Organizational News and Announcements
______AATF Annual Meeting
______Other Conferences for Language Teachers
______AATF Chapter News
______Student/Teacher News and Honors
______AATF Task Force
______AATF Commissions
______AATF Special Projects
______Le Grand Concours
______National French Honor Society
______AATF Bureau de Correspondance Scolaire
______AATF Summer Programs for Teachers
Other:___________________________________________
Comments: _____________________________________________________________________________________________
___________________________________________________________________________________________________________
8. Promotional Materials/Program Support
______Student Recruitment Materials
______Materials for Administrators
______Parent Materials
______Materials for Guidance Counselors
______General Public Materials (general awareness)
______Individualized Emergency Program Support
Other:____________________________________________
Comments: ________________________________________________________________________________________________
__________________________________________________________________________________________________________
9. Contact Information for Resources and Information
______Embassies/Consulates
______French Government Resources
______Publishers
______French Businesses/Companies
______Other French Teachers/Professors
Other:____________________________________________
Comments: ________________________________________________________________________________________________
__________________________________________________________________________________________________________
II. COMMUNICATION MODES
From Part I above, of your high priority items, which are delivered most effectively via each of the following communication modes?
(Please list.)
1.
AATF Web Site
2.
National Bulletin (AATF Quarterly Newsletter)
3.
French Review (AATF Bimonthly Journal-of-Record)
4.
Direct Mailings to Members
5.
AATF Annual Meeting
6.
AATF Chapter Meetings
7.
E-mail Direct to Member
8.
Other:
III. DEMOGRAPHIC INFORMATION
1.
Are you currently a member of AATF?
______Yes
For how many years? _____________________________
______No
Comments:___________________________________________________________________________
2.
What is your current role in French education?
______Teacher, K-12
______Teacher, post-secondary
Other:______________________________
Return by March 1, 1998 to:
Mary de López, Rio Rancho High School, 301 Loma Colorado, Rio Rancho, NM 87124
20
NATIONAL FRENCH CONTEST
SPECIFICATIONS FOR 1996-2000
1. Names of cognate-based professions, such as dentiste, pilote,
docteur, etc.
LEVEL 01
VOCABULARY
GRAMMAR
1. Greeting such as: Bonjour, au revoir,
bonsoir, bon appétit, etc. Asking
someone's name and telling your
name.
1. Verb tenses: imperative, present
indicative of all common regular ER,
IR, and RE verbs, and the following
irregular verbs: être, avoir, aller, faire.
2. Expressions to talk about the weather
such as Il fait beau, il fait mauvais, il
fait du vent, il fait froid, etc., and the
question: Quel temps fait-il?
2. Use of these tenses (see #1 above)
in an affirmative, interrogative, or
negative construction.
3. Expressions il y a, voilà, voici.
4. Expressions of time such as mois,
semaine, an, année, jour, journée,
demain, hier, aujourd'hui, le soir,
l'après-midi, etc. The days of the
week/ the months of the year/the
seasons.
5. How to tell time: Quelle heure est-il? Il
est huit heures, etc.
6. How to tell someone's age: J'ai 14
ans. Quel âge avez-vous? J'ai 10 ans,
etc.
7. Names of countries bordering France,
adjectives of nationality, names of
languages of same.
3. Elision.
4. Definite, indefinite, and partitive
articles and contractions.
5. Plural of nouns.
6. Agreement and position of common
descriptive adjectives.
7. Possessive adjectives.
8. Demonstrative adjectives.
9. Possession with de.
10. Subject pronouns.
4. Common expressions with avoir: j'ai
tort, j'ai raison, j'ai soif, j'ai faim, etc.
5. Cardinal and ordinal numbers up to
100.
6. Expressions such as Combien coûte?
C'est cher, bon marché, etc.
7. Expressions of time: le mois prochain,
la semaine prochaine, l'année
prochaine.
8. Polite expression: je voudrais.
9. Names of common vegetables,
common fruit.
12. Negation: ne ... pas.
CULTURE AND CIVILIZATION
11. Rooms in the house.
11. Independent pronouns: moi, toi, etc.
1. Phrases in greeting, introductions,
farewells.
9. Adverbs of time: souvent, toujours,
quelquefois, maintenant.
2. Names of the most important French
holidays and explanation of how they
are celebrated.
11. Common prepositions: dans, sur,
sous, devant, derrière, avec, chez,
pour, après, avant.
3. Buildings and places in a town, such
as gare, hôpital, église, etc.
10. Vocabulary to read a simple menu or
talk about a meal: du poisson, de la
viande, de l'eau, du sel, du poivre,
etc.
8. Cardinal numbers up to 100, adjectives premier and dernier.
10. The following question words: est-ce
que, qu'est-ce que, qui, que, comment, combien, pourquoi, quand, où.
2. Locations: près de, à côté de, loin de,
en face de, etc.
SOUND DISCRIMINATION
1. Sound of all the letters of the
alphabet.
2. Sound change with accents.
12. Furniture of the house.
13. Expressions: jouer à, jouer de, and
simple faire expressions such as faire
les courses, la vaisselle, faire du ski,
etc.
14. Parts of the body and expressions
such as j'ai mal à ....
GRAMMAR
12. Furniture of the classroom.
3. Statement versus question intonation.
1. All verbs and tenses listed under
Level 01.
13. Most common clothing: robe,
manteau, bottes, etc.
4. Liaison.
2. Use of these tenses in an affirmative,
interrogative, or negative construction.
14. Most common colors.
15.The following foods: lait, café, eau
minérale, coca, chocolat, croissants,
pain au chocolat, glace, pizza, croquemonsieur, crêpe.
16. Names of members of the family, such
as père, fils, sœur, etc.
17. Common first names, such as Jean,
Marie, Pierre, etc.
5. Difference between the sounds of all
nasals.
6. Recoginition of the sounds of all
combinations of letters.
3. Near future: aller + infinitive.
4. Interrogative adjectives: quel, quelle,
quels, quelles.
5. Expressions of quantity.
LEVEL 1
EVERYTHING FOR LEVEL 01 - PLUS:
1. Countries and bodies of water
bordering France.
VOCABULARY
21
2. Main mountains and rivers of France.
LEVEL 2
EVERYTHING FOR LEVELS 01-1 PLUS:
4. Location of major French cities.
5. An average French student's daily
schedule (school and home).
4. Indefinite pronouns.
A more varied VOCABULARY including
idiomatic expressions with faire (such as
il fait nuit), avoir (such as avoir l'air, avoir
envie de), être (such as être en train de,
être de), aller (such as aller bien, aller
loin).
LEVEL 3
GRAMMAR
GRAMMAR
1. Verbs: Add to Level 01 and 1 verbs:
pouvoir, vouloir, lire, écrire, dire, voir
croire, connaître, savoir, mettre (and
its compounds), recevoir, prendre
(and its compounds), venir, partir,
sortir, dormir, ouvrir, and the most
common motion verbs and
pronomimal verbs in the present,
imperative, and passé composé.
Imperfect and future tenses will be
used in listening comprehension and
reading selections but NOT TESTED
as a grammar item.
2. Verbs with spelling changes.
3. Recent past: venir de + infinitive.
4. Use of inversion to ask questions.
5. Agreement and position of adjectives.
6. Comparative and superlative of
regular adjectives and adverbs +
meilleur and mieux.
7. Basic negatives: ne ... jamais, ne ...
rien, ne ... personne.
8. Possession: être à.
9. Pronouns: direct, indirect, y, en.
Double object pronouns may be used
in reading and listening comprehension passage but will NOT BE
TESTED as a grammar item.
10. Agreement of past paritciple.
5. All negatives.
The VOCABULARY will be a little richer
than for Level 2.
1. Imperfect, future, conditional, pluperfect, and past conditional. Subjunctive will be used sometimes in reading
and listening comprehension passages but NOT TESTED as a
grammar item.
2. Active vs. passive voice.
4.Use of the present participle, infinitive,
and past infinitive with appropriate
prepositions.
5.Verbs requiring a preposition when
followed by an infinitive.
6.Use of depuis with present tense.
7. Adjectives followed by à or de plus
infinitive.
1. General recognition of famous names
and important periods and events of
French history, such as those which
can be found in most review texts and
workbooks.
2. Introduction to the arts and literature
of the 19th and 20th centuries.
3. Current events.
LEVEL 5
EVERYTHING FOR LEVELS 01- 4 PLUS:
GRAMMAR
Recognition of all verb tenses, including
the imperfect and pluperfect subjunctive.
Thorough review of all aspects of French
grammar.
9. Possessive pronouns.
Introduction to the arts and literature of
the 16th, 17th, and 18th centuries.
10. Relative pronouns: dont, où, and ce
qui, ce que, ce dont.
11. All interrogative pronouns.
12. Correct use of sortir, partir, laisser,
quitter.
13. Use of descendre, monter, sortir,
rentrer, passer with a direct object.
14. Negatives: ne ... que, ne ... ni ... ni,
ne ... plus.
16. Plus de, moins de, autant de + noun.
Most famous French regions. Their
products and customs.
3. Paris and its major monuments.
12. Relative pronouns qui and que.
2. Recognition of the most famous
Châteaux de la Loire.
7. Correct use of manquer, manquer de,
manquer à.
8. Demonstrative pronouns.
15. Ce vs. il.
1. Recognition of the names of
Francophone countries and French
overseas départements and their
capital cities.
6. All relative pronouns.
3. i clauses.
11. Interrogative pronouns: qui, qui estce qui, que, qu'est-ce que, qu'est-ce
qui, quoi after a preposition.
13. Use of prepositions with geographical
names.
3. Use of the present and imperfect with
depuis, il y a ... que, ça fait ... que,
voilà ... que.
LEVEL 4
GRAMMAR
1. Recognition of the passé simple and
future perfect.
2. Forms and use of the present and
past subjunctive.
22
REMEMBER!
THESE SPECIFICATIONS ARE CUMULATIVE.
ATTENTION!
The new computer grading system CANNOT ACCOMMODATE THE CHOICE OF
CLUSTERS for the culture questions. So
we will continue having a maximum of
seven culture questions per test on a variety of topics as stated in the specifications
for each level.
However, in composing the questions, the
committee will, as much as possible, follow the suggestions of the AATF Commission on Cultural Competence, and may ask
the questions in ENGLISH at levels 01, 1,
and 2.
When necessary to better test global understanding of the main idea, questions on
listening comprehension passages may
also be asked in ENGLISH. This seems to
be the trend in the new textbooks and consequently will be more reflective of current
classroom methodology.
AMERICAN ASSOCIATION OF TEACHERS OF FRENCH
NATIONAL FRENCH CONTEST
The format and specifications of the Grand Concours are the result of an extensive survey, conducted every five
years. The National Committee conducts this survey, collates the results, and prepares a report for the AATF Executive Council for approval. The current format and specifications are to be in effect through 2000. Please review the
current material which is reprinted on the previous pages. If you would like your voice to be heard in terms of revisions for 2001-2005, respond to the survey. Give or send your responses to:
Marie-Rose Gerdisch
16 Lexington Road
Barrington, IL 60010-9322
1. Please look at the attached specifications. What changes would you make? At which level?
01 ________________________________________________________________________________________
________________________________________________________________________________________
1 _________________________________________________________________________________________
_________________________________________________________________________________________
2 _________________________________________________________________________________________
_________________________________________________________________________________________
3 _________________________________________________________________________________________
_________________________________________________________________________________________
4 _________________________________________________________________________________________
_________________________________________________________________________________________
5 _________________________________________________________________________________________
_________________________________________________________________________________________
2. Do you consider the culture section essential? Yes _________ No __________
3. If your answer to question 2 is Yes, how many culture questions would you like the test to have at each level?
_______________________________________
4. What percentage of grammar questions would you like to see in the test? ______________________________
5. Besides "grammar in context," what other type of structure and usage sections should we include in the test?
_______________________________________________________________________________________________________
___________________________________________________________________________________________________
6.
What percentage of listening comprehension questions do you want to see in the test?
____________________________________________________________________________________________________________________
___________________________________________________________________________________________________
7. How many seconds should we give the students to respond to listening comprehension questions? (Presently,
we allow 8 seconds for each picture and sound discrimination question and 11 seconds for the rest.)
____________________________________________________________________________________________________________________
8. Should the test be longer? Yes __________ No __________ If Yes, how much longer?
______________________
9. Are you satisfied with the format of the test in general? Yes __________ No __________
10. If your answer to question 9 is No, tell us what you would consider an ideal format. Please, be specific. If the
changes you desire are drastic (e.g., oral vs. aural), explain how you would administer the test.
___________________________________________________________________________________________________________
______________________________________________________________________________________________________________
________________________________________________________________________________________________________________
___________________________________________________________________________________________________________
23
11. We hear a lot about oral proficiency as the first objective in language learning. What does it means in terms of
national testing? How would you build this feature into the examination?
_______________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
______________________________________________________________________________________________________
12. The question of a weighted grading system for the NFC has been raised as well as the issue of penalizing students
for incorrect answers. Would you favor such a change? Yes __________ No __________
13. If your answer to question 12 is Yes, tell us what would be your approach to the weighting question.
_______________________________________________________________________________________________________
__________________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
14. Would you like to join the test development committee? Yes __________ No __________
15. If you answer to question 14 is Yes, please give your:
Name __________________________________________ School __________________________________________
Home Address ____________________________________________________________________________________
_________________________________________________________________________________________________
School Address ____________________________________________________________________________________
_________________________________________________________________________________________________
Home Phone ______________________________________ School Phone ____________________________________
16. Would you like to chair the test development committee? Yes __________ No __________
Please return the questionnaire by February 7, 1998 to Marie-Rose Gerdisch, 16 Lexington Road, South Barrington,
IL 60010-9322. Thank you very much.
P.S. The 1998 National French Contest will be the 20th examination composed by a committee from the Chicago area. It
is time for a group of teachers from another area to assume this responsibility.
A new chairperson MUST VOLUNTEER for the job.
New York had the responsibility of the test for many years; Chicago will keep it through the year 2000. It is time for a
western state to undertake this task and form a committee for the new millennium! We expect a new committee will be
working on the examination during the spring and summer of the year 2000 to prepare the NFC of the year 2001!
24
SUR
VEY FOR TEA
CHERS WHO
SURVEY
TEACHERS
.F
.C
SENT STUDENTS TO THE 1997 N
N.F
.F.C
.C..
The Test Development Committee of the National French Contest is eager to hear your comments regarding the
exams used in the 1997 Grand Concours. In order to facilitate the dialogue, we have made up a questionnaire which
allows you to make your opinions known. Please take a moment to study the exams once more and answer the questionnaire.
1. What particularly positive general reaction do you have to the 1997 Contest?_________________________________
___________________________________________________________________________________________________________
2. What particularly negative general reaction do you have to the exam?_______________________________________
___________________________________________________________________________________________________________
3. Was the format and composition of the exam practical and clear? Was there unnecessary turning of the pages that
might have impeded a smooth flow of understanding for the student?
_____________________________________________________________________________________________________________
___________________________________________________________________________________________________________
4. On a scale of 1 to 5 (5 being the highest), was the exam what you expected and did it adhere to the specifications?
5
4
3
2
1
Comment? ________________________________________________________________________________________
_______________________________________________________________________________________________________
5. Please evaluate the Listening Comprehension.
5
4
3
2
1
Comment? ________________________________________________________________________________________
_______________________________________________________________________________________________________
Quality of voices? Well chosen for characters portrayed?
5
4
3
2
1
Comment?_________________________________________________________________________________________
______________________________________________________________________________________________________
Quality of content? Appropriate for level?
5
4
3
2
1
6. Please evaluate the Structure and Usage section. Was the degree of difficulty commensurate with the content of the
course you teach?
5
4
3
2
1
Comment?_________________________________________________________________________________________
_______________________________________________________________________________________________________
Was the format acceptable?
5
4
3
2
1
Comment? ________________________________________________________________________________________
_______________________________________________________________________________________________________
7. Please comment on the Reading Comprehension. Was the level of difficulty appropriate?
5
4
3
2
1
Comment?_________________________________________________________________________________________
_______________________________________________________________________________________________________
Was the content appropriate and in touch with the usual reading?
5
4
3
2
1
Comment? ________________________________________________________________________________________
_______________________________________________________________________________________________________
8. Please comment on the Culture and Civilization section. Was the content appropriate and in touch with students'
classwork?
5
4
3
2
1
Comment? ________________________________________________________________________________________
_______________________________________________________________________________________________________
Thank you very much for your participation. Please return this questionnaire by February 7, 1998 to:
Marie-Rose Gerdisch
16 Lexington Road
South Barrington, IL 60010-9322
25
TOAST DE SON EXCELLENCE MONSIEUR FRANÇOIS BUJON DE
L'ESTANG, AMBASSADEUR DE FRANCE AUX ÉTATS-UNIS AU
BANQUET DE CLÔTURE DU CONGRÈS DE L’AATF
Nashville, 22 novembre 1997
Monsieur le Président, Mesdames,
Messieurs, chers amis de la France,
Permettez-moi, Monsieur le Président,
avant toute chose, de vous remercier de
cette présentation si élogieuse et de vous
rendre à mon tour l’hommage qu’appellent
vos états de service à la présidence de
l’AATF, dans la plus haute fonction de cette
remarquable organisation. Alors que votre
mandat arrive à son terme, j’aimerais vous
dire à quel point l’Ambassade dont j’ai la
charge a trouvé en vous un partenaire
ouvert, efficace et compétent. À quel point
me paraît exemplaire la relation de travail,
confiante et productive, que vous avez su
nouer avec nos services, une relation qui
se manifestera à nouveau, au printemps
prochain, par l’engagement de l’AATF dans
l’organisation du grand concours « Allons
en France », organisé dans le cadre de la
Coupe du Monde de Football. Sachez,
Monsieur le Président, que la gratitude de
la France pour l’immense travail effectué
vous est acquise. Comme l’est son soutien
à votre successeur désigné, Mme Gladys
Lipton, que nos vœux de succès
accompagnent dans la tâche difficile, mais
exaltante, qui l’attend.
Je voudrais également vous dire
combien j’ai été sensible à l’honneur que
vous m’avez fait en me demandant de
présider le banquet de clôture de votre
congrès annuel. Cet événement marque
d’une note festive la fin de vos travaux à
Nashville, dont il apparaît, si j’en juge par
ce que m’en ont rapporté tous mes
interlocuteurs de ce soir, qu’ils ont été
fructueux et que votre réflexion commune
a été particulièrement féconde.
Je m'en réjouis, pour vous toutes et
tous, et pour vous en particulier, Monsieur
le Président, qui, avec vos collaborateurs,
n’avez compté ni votre temps ni votre
énergie pour que ce congrès soit un
succès. J’ai pu mesurer l’intensité et de la
qualité des efforts déployés par tous ceux
qui sont présents ici ce soir, mais aussi par
tous les professeurs de votre association,
pour promouvoir notre langue et notre culture, que ce soit dans le cadre de leur
activité professionnelle, bien entendu, ou
en dehors de leurs établissements
scolaires.
Vous qui avez la responsabilité de
former à notre langue et à notre culture,
année après année, des centaines de
milliers d’élèves de l’enseignement
primaire, de lycéens et d’étudiants, vous
êtes ceux par qui le français vit sur tout le
territoire des États-Unis d’Amérique, ceux
grâce à qui notre langue occupe la
première place des langues étrangères
après l’espagnol - si tant est que l’on
puisse considérer l’espagnol comme une
langue étrangère... Plus d’un million
d’élèves— un sur cinq— apprennent en
effet le français, enseigné par plus de 20
000 professeurs. Et 200 000 étudiants de
l’enseignement supérieur étudient notre
langue, qui retrouve la première place en
deuxième cycle. L’allemand et le japonais,
qui arrivent respectivement en troisième
et quatrième position, figurent loin derrière.
C’est grâce à vous, et bien souvent
grâce à vous seuls, grâce à votre
inlassable engagement, à votre dévouement, à votre enthousiasme, que les
jeunes Américains qui sont vos élèves et
qui, si vous ne saviez les motiver, seraient
probablement davantage tentés par le
base-ball que par des sons, des mots ou
des phrases qui leur viennent bien peu
naturellement à l’esprit et aux lèvres—
c’est par vous que ces jeunes entendent
parler le français, apprennent à le manier
et se font raconter avec chaleur la France
et le peuple qui l’habite. Car pour vos
jeunes compatriotes, dont la plupart ne
sont jamais venus en France, vous
représentez le seul élément concret et vivant qui les en rapproche.
C'est grâce à vous, également, que,
dans une large mesure, les relations
d'amitié entre nos deux pays peuvent se
perpétuer et se développer, qu'Américains
et Français peuvent se comprendre et
s’estimer car, sans une maîtrise suffisante
de la langue pour l'entretenir, la communication se tarit vite et, sans les mots
appropriés pour se la dire, l'amitié fait long
feu.
Vous remplissez votre mission dans un
pays que son dynamisme place à la pointe
du progrès dans le domaine des nouvelles
technologies éducatives, de la télématique, d’Internet et des produits multimedia qu’ils véhiculent. Ces outils nouveaux
constiutent un apport précieux, tant aux
professeurs qu’à leurs élèves, pour les
aider à cheminer plus aisément sur la route
parfois aride, et souvent difficile, du
plurilinguisme. Ils sont devenus
incontournables et sont, j’en suis
persuadé, appelés à le rester dans les
années à venir, voire à occuper une place
encore plus importante encore dans les
processus pédagogiques.
Certains se demandent si cette
nouvelle ère technologique ne constitue
pas une menace pour les enseignants
dans leur ensemble, et pour les
26
professeurs de langues en particulier, si,
comme l'écrivait un jour le « Monde », si
cette ère ne sera pas celle de la « fin des
profs » ? Je crois au contraire que toutes
ces avancées technologiques, en passe de
révolutionner les pratiques pédagogiques,
toutes ces innovations, tous ces
équipements, pour impressionnants qu’ils
soient, seraient bien peu de choses si ils
n’étaient adoptés, adaptés et pris en
charge par ... vous, les enseignants!
Aucune « machine à enseigner et à
apprendre » ne remplacera jamais
totalement le pédagogue. Ces systèmes
sont des auxiliaires indispensables, pas des
alternatives.
Au nombre de ces auxiliaires j’aimerais
citer la communication audiovisuelle : je me
réjouis, en effet, avec vous d’avoir vu
aboutir les efforts que nous avons déployés
inlassablement pour obtenir qu’avec TV5USA, un programme de langue française
et de qualité soit enfin accessible 24 heures
sur 24, à partir du mois prochain, depuis
tout point du territoire américain continental, moyennant un équipement de réception
du signal satellite et un abonnement d’un
coût modique. Et très rapidement,
espérons-nous, sur le réseau câblé, pour
autant que tous ensemble nous nous
mobilisions en faveur d’une reprise du
programme par les opérateurs du câble.
Car c’est de notre action que dépendra, à
l’avenir, l’ampleur de la diffusion de TV5
sur les réseaux câblés. Vous disposerez là
d’un outil permanent et constamment à jour
pour accéder à toutes les facettes de
l’actualité et de la vie francophones.
Chers amis, le sommet de la francophonie, qui rassemble des dizaines de
pays de tous les continents, vient de
s’achever à Hanoï sur des décisions et des
initiatives importantes. Il en ressort avant
tout que la francophonie est bien vivante.
La communauté francophone s’agrandit, se
renforce, s’organise et s’est enfin donné
un visage. Et je me plais à observer que
vous représentez vous-mêmes, chacun,
dans votre établissement, une partie,
informelle, certes, mais ô combien
importante, de cette communauté.
Nous nous retrouvons donc côte à côte,
malgré les distances, unis par une tâche
commune, à la fois diverse, ambitieuse et
exaltante. Nous devons à tous ceux
qu’anime la passion de la France, de sa
culture et de sa langue, de la réussir.
Sachez que notre pays sera toujours, à
travers l’Ambassade, à vos côtés dans la
poursuite de cet objectif. C’est à son succès
et à notre effort commun que je vous invite
maintenant à lever votre verre.
THE MARGUERITE
YOURCENAR PRIZE FOR
LITERATURE IN FRENCH
It is our great pleasure to announce that
Assia Djebar, author of Oran, langue
morte was selected as winner of the 1997
Marguerite Yourcenar Prize for Literature
on October 27, 1997 at Schoenhof's Bookstore, Cambridge, Massachusetts. Ms.
Djebar was chosen by a jury comprised of
Célia Bertin, author; Keith Bosford, Boston
University; Gaétan Brulotte, University of
South Florida; Isabelle de Courtivron, MIT;
Sheppard Ferguson, Schoenhof's Bookstore; Jeffrey Mehlman, Boston University;
Mark Polizotti, publisher; and Michèle
Sarde, Georgetown University.
Assia Djebar was born in Cherchell,
Algeria. In 1955, she became the first
Algerian woman admitted to the prestigious École Normale Supérieure de
Sèvres. Her first book, La soif, was published in 1957 and was quickly followed by
Les impatients in 1958. From 1958-1962
Ms. Djebar worked for an FLN newspaper
in Tunis while completing an advanced
degree in history. She directed the film La
nouba des femmes du Mont Chenoua in
1978 for which she was awarded the
Critics International Prize at the Venice
Film Festival the following year. Having
written prodigiously over the years, she
published Le Blanc d’Algérie, the final
volume of a quartet in 1995. Assia Djebar
was awarded the Neustadt International
Prize for Literature in 1996.
The Marguerite Yourcenar Prize for
Literature in French, in the amount of
$10,000, sponsored this year by Yves
Saint-Laurent, under the ægis of the foundation FACSEA (French American Cultural Service and Educational Aid), is
offered in recognition of a literary work,
published in French anywhere in the world
and written by an author, whether French
or otherwise, permanently residing in the
United States. The official award ceremonies took place at the Houghton
Library, Harvard University, Cambridge,
Massachusetts, in mid-December 1997.
TWA FLIGHT 800
MEMORIAL FUND
Following the TWA Flight 800 accident
that claimed the lives of a group of French
students, their teacher, and chaperones
from Montoursville High School in Pennsylvania, the AATF put out a call to its members for contributions to a memorial fund
in their honor. After consultation with the
current teacher and with the donors, $1000
was contributed to the Montoursville High
School French Club for the purchase of
French promotional and educational materials. Here is the text of the thank you
letter received from Virginia Hoover, VicePresident of the French Club:
Dear Ms. Abrate,
I would like to thank you on behalf of the Montoursville High School
French Club for your generous donation to our French Club fund. Please
thank the members of the AATF for
their contributions.
The money in the fund will be
used to purchase promotional and
teaching materials for French students. Whenever possible the materials will be inscribed with an
acknowledgement noting that they
were purchased with AATF funds in
memory of Flight 800.
Thanks again for your contributions. We greatly appreciate it.
COURS DE FRANÇAIS
Pour non-francophones
Le Centre Universitaire d'Études
Françaises (CUEF) organise des cours
de français toute l'année. Il y a
plusieurs programmes et plusieurs
niveaux (cours intensifs, cours semiintensifs, cours du soir, cours privés,
pour niveaux débutant, intermédiaire,
avancé). Pour des informations
complémentaires s'adresser au:
Secrétariat du CUEF, Université de
Cocody, 22 BP 437, Abidjan 22, Côte
d'Ivoire, West Africa; Téléphone:
44.37.31; FAX: 44.18.40.
MARK YOUR CALENDARS NOW
FOR FUTURE
AATF ANNUAL CONVENTIONS!
♦
JULY 1999 ST. LOUIS, MISSOURI
♦ JULY 2000 PARIS, FRANCE
27
COMPUTER LEARNING
PROGRAM:
"GUINEA PIGS" AND
CRITICS NEEDED!
Wolf Hollerbach, Professor of French
Emeritus, is looking for college and high
school instructors and intermediate and
advanced students of French who would
be willing to field-test and critique a new
interactive computer program in French
grammar. The program is self-instructional and can be used as a complement
to any textbook. It contains explanations
with ample illustrations, exercises and answers plus comments, as needed, as well
as a glossary of grammatical terms, all
interconnected through numerous hot
links. There is no monetary expense involved on your part.
If you are interested, please contact
Prof. Hollerbach by e-mail at [wolfholl
@alaska.net] or by telephone: (907) 4575349 (evenings).
IMPROVING
INSTRUCTION IN THE
CULTURES OF
FRANCOPHONE COUNTRIES
OF WEST AFRICA
Montgomery County Public Schools,
Rockville, Maryland is pleased to announce
the availability of a CD-ROM and resource
manual that will support the teaching of the
cultures of Francophone West Africa in
secondary French and Social Studies
classes. Developed with the support of a
grant from the National Endowment for the
Humanities, the CD-ROM includes cultural
information on the traditional and current
aspects of life in West Africa.
Illustrated by over 400 pictures, the presentation is enhanced by music, activities
for students, maps, video clips, a brief history of the region, a French-English glossary, and comprehensive essays for
teacher (or advanced student) reference.
Some of this material has been repeated
in the manual; sample lessons and resource lists are also provided for teachers.
Orders for this set must be accompanied by a check in the amount of $50 made
payable to Montgomery County Public
Schools. Inquire about special prices for
quantity orders. Please send the payment
and order to: Foreign Language Coordinator, Montgomery County Public Schools,
850 Hungerford Drive, Rm 258, Rockville,
MD 20850. Telephone: (301) 279-3911.
AATF SUMMER INSTITUTE IN FRANCE
Application deadline: Monday, February 2, 1998
AATF is pleased to announce the 1998
summer scholarship program in France.
Twenty-four AATF members will be chosen from a national competition to participate in the four-week program. The
French Cultural Services will provide
funds for a four-week immersion program
in Lyon, France, including room and
board, instructional courses, and most
travel within France. The program in Lyon
is organized by the Centre International
d'Études Françaises, Université LumièreLyon 2. The AATF will provide a stipend
of $300 per participant to help defray
travel expenses. Scholarship recipients
should be prepared to pay for partial travel
expenses not covered by the AATF.
The French Cultural Services requires
the completion of a pedagogical project
as a condition of receiving this scholarship.
These projects can deal with any aspect of
French culture and are intended to result in
the collection of authentic documents and
the creation of related activities that can be
directly used by other teachers in the classroom. The participants will be assisted and
accompanied by a mentor who will direct
work on the projects and evaluate completed
projects. The completed projects will become part of the AATF Lending Library.
Applicants must be:
• teachers of French currently employed
in elementary or secondary schools or
colleges and universities, up to and including the rank of full professor.
• teachers who plan to continue teaching
French during 1997-98 and for at least
five more years.
QUELQUES IDÉES UTILES POUR ENSEIGNER UNE SI LONGUE
LETTRE DE MARIAMA BÂ
En Afrique, si un vieillard meurt, c'est
toute une bibliothèque qui brûle.
Proverbe africain.
Pour vos élèves, mettre Amérique au
lieu d'Afrique; si on fait des recherches sur
la Deuxième Guerre Mondiale, va-t-on chez
un grandparent ou à l'Internet? Vous
pouvez aussi contraster l'adoption en
Afrique. "Je vous la donne et je ne vous
réclame que ses os."
La société sénégalaise est basée sur
cinq piliers culturels.
La Terranga - l'hospitalité (à trouver
dans le roman - p. 87, 34, 45)
Comment une femme d'une autre
société réagirait-elle?
Le Jom - la dignité (p. 106, 11, 16)
La Kersa - la pudeur et l'humilité
combinées
La Muñ - la patience, la tolérance
("trente ans de vie commune,
trente ans de silence")
La Kolléré - la reconnaissance (un
fardeau difficile à porter envers les
vieux, les parents - on ne peut pas
enlever sa dette)
Vous pouvez montrer l'arbre généalogique avant de lire le roman (voir
Grésillon, Marie, Approche de l'œuvre
complète: Une si longue Lettre, 1986,
Éditions St-Paul, ISBN 2.85049.344.9).
Les élèves peuvent jouer le jeu du rôle de
chaque personnage. Après l'avoir lu, les
élèves doivent se rappeler ce qui s'est
passé et prendre un rôle. Discuter le rôle
du griot: "N'oublie pas qui tu es." Expliquer
la tradition du Coet: donner de l'argent et
des cadeaux à la femme du défunt qui les
donne ensuite à la famille du défunt.
Une si longue Lettre est le regard
d'une femme sur sa société. Il y a 14
thèmes:
1. le rôle des enseignants (p. 38)
2. l'Afrique en mutation (p. 39)
3. la stratification sociale (castes)
(p. 42)
4. l'Islam (p. 44)
5. adopter un enfant (p. 46)
6. le rôle traditionnel de la femme
(p. 49)
7. la polygamie (p. 48)
8. le péché des hommes (p. 53)
9. la fatalité (p. 56, 8, 22)
10. l'intégration africaine (p. 64)
11. la pharmacopée à l'hôpital (p. 66)
12. la coopération Nord-Sud (p. 105)
13.l'éducation traditionnelle (p. 66, 71)
14. l'espoir, moteur de la vie (p. 131)
Merci à Lorraine D'Ambruoso et à
Daouda Camara pour leurs renseignements à la Journée du Printemps de l'AATF,
Californie du Nord, à Stanford University,
1997.
Michèle Shockey
Gunn High School
Palo Alto, CA
28
• U.S. citizens
• members of AATF in good standing
Preference will be given to those who
have not recently been awarded grants
and who need an immersion experience
in France.
The selection will be made by a national
committee chaired by AATF Vice-President
Bernard Petit. Awards will be granted in
accordance with the guidelines of the
French Cultural Services and AATF. Deadline for application is February 2, 1998.
Scholarship recipients and alternates will
be announced by April 1, 1998.
Detailed information about the sessions
in Lyon will be available in December. Interested individuals may also contact Jayne
Abrate by e-mail at [[email protected]] or
FAX: (618) 457-5733.
SEMINAR FOR ADVANCED
PLACEMENT TEACHERS
(FRENCH, GERMAN, SPANISH)
DATES AND PLACE: Thurs. Aug. 6-Mon.
Aug. 10, 1998, Stanford Campus
• COST: $425 tuition plus $125 for 2 optional Continuing Education Units
• CEUs should be paid for separately on
the first day of class. Housing and meals
on Stanford campus. RATES: single $43
per person/day, double $32.50 per person/
day
• FRENCH INSTRUCTORS TO DATE:
Professor Roland Simon, University of
Virginia
Professor Jean-Pierre Cauvin, University
of Texas, Austin
Dr. Marie Galanti, Editor, Journal Français
Dr. Anne Prah-Perochon, Editor, Journal
Français, University of San Francisco
Michèle Shockey, Gunn High School, Palo
Alto, CA
Simone Lewis, Palo Alto High School, CA
• MATERIAL: Syllabi and other readings
provided by the College Board. Films and
videotapes will be used. Literature will be
selected from the AP Reading List. Teachers are encouraged to bring materials to
share and a cassette recorder and blank
cassettes. If possible, bring course outlines. Tuition payment due by June 1, 1998
to guarantee a place. Refunds until the
first day of class. Speakers subject to
change. For information contact: Michèle
Shockey, 15 Adam Way, Atherton, CA
94027; Phone: (415) 369-7059 (Home); email:[[email protected]].
1998 AATF SUMMER INSTITUTE IN FRANCE
APPLICATION FORM
Deadline: February 2, 1998
AATF Region #(1-9) ____________________________
Self-assessment of linguistic competence (Check one)
__________ moderate __________ high
Name __________________________________________________________________________________________
Last
First
Middle
Maiden
Social Security Number ___________________________________________________
Home Address
________________________________________________________________________________________________________________________________________
Number and Street
City
State
Zip
Telephone:
Home: _____/__________ Best time(s) to call ____________________________________________
Work: _____/__________ Best time(s) to call ____________________________________________
Fax Number: (home or institution): _______________________________________________________
Institution of employment: __________________________________________________________________________
Institutional Address
______________________________________________________________________________________________________________________________
Number and Street
_______________________________________________________________________________________________________________________________________________________________
City
State
Zip
Level of French taught: ______ Elementary ______ Secondary ______ Post-secondary
In 1997-98: Number of French classes _________ Number of French students ________
Level of French classes taught: ______________________________________________________________________
Other subjects taught: ______________________________________________________________________________
AATF Chapter Name/Location: __________________________________ President: __________________________
Continuous member of AATF for ______ years, including 1998 (Preference is given to those with two or more years of
consecutive membership.)
U.S. citizen
______ Yes ______ No Place of birth: ____________________________________________________________________
City
State
Country
Date of birth: ______________________________________ Age as of 1 July 1998: ___________
Have you ever applied for an AATF scholarship?
______ Yes ______ No
If yes, year __________
Have you ever received an AATF Summer Scholarship? ______ Yes ______ No If yes, year __________
Have you ever received a scholarship/fellowship for study in a Francophone country? ______ Yes ______ No
If yes, year ________ Location _______________ From what organization? _________________________________
29
Please respond to the following questions on a separate sheet. Indicate your name
at the top of each page. Be sure to sign the bottom of this sheet and to include it with
your application.
I.
ACADEMIC
PREPARATION
A. Institution (List all colleges/universities attended.)
Semester/Quarter credit hours in French
Degree (Type and Major)
I I . TEACHING
Inclusive dates
EXPERIENCE
Years (inclusive dates)
I I I . CURRICULUM
VITAE
Institution
Location (City, State, Zip)
SUPPLEMENT
(OPTIONAL)
List any other professional contributions or activities which have not been indicated in your application. (3 pages
maximum)
IV.
RECOMMENDATIONS
List name, address, telephone and fax numbers of the three individuals who will be writing a recommendation in
support of your application.
V.
ESSAYS
A. Describe in English your immediate and long-range professional plans as a teacher of French or supervisor.
B. Comment pensez-vous vous servir de l’exp rience apport e par ce stage? Soyez aussi pr cis que possible.
R pondez en français.
VI.
RECOMMENDATIONS
A. Request THREE recommendations, one from your principal, dean or department head, one from another person
who is familiar with your work and ability, and one for your AATF Chapter President or, in the case of at-large members,
from your Regional Representative. The recommendations should address the following points:
1. Your contributions to your institution and to the profession
.2 Your interaction with students, colleagues and others
3. Your flexibility and openness to new experiences, increasing demands and change
4. Your linguistic competence, if applicable
B. Have your recommender send the original letter PLUS FIVE COPIES directly to Jayne Abrate, Executive
Director. Each applicant is responsible for verifying that the recommendations have been sent and received by the
deadline, February ,2 199 .
VII. Include one SELF-ADDRESSED POSTCARD with appropriate postage with your application. The AATF Summer
Scholarship Chair will return the card to you as verification that your completed application has been received.
I HEREBY CERTIFY THAT THE ABOVE INFORMATION IS ACCURATE AND COMPLETE.
SIGNATURE
OF
APPLICANT
___________________________________________________________
Date
____________________
N.B. Only applications from U.S. citizens can be considered. There is no maximum age limit but date of birth is
required by the agencies supporting the program.
Please read the description of the AATF Summer Institute Scholarships in the November 1997 and January 199
issues of the National Bulletin. Applicants are urged to contact AATF National Headquarters to be placed on the mailing list
for announcing additional details about this summer program as they develop. Please type all information on the two-page
form and attach additional pages as needed. Kindly make 6 separate sets of your materials and staple each set.
ALL MATERIALS, original application form, 5 copies of the application form, 3 letters of recommendation with 5
copies each are to be sent to: Jayne Abrate, AATF, Mailcode 4510, Southern Illinois University, Carbondale, IL 6291
0 -4510;
Telephone: 61 -453-5731; FAX: 61 -453-5733; e-mail: [[email protected]].
Deadline: February ,2 199
30
INDEX OF PEDAGOGICAL ARTICLES IN THE FRENCH REVIEW, 1990-1997
For Index of Pedagogical Articles
before 1990, please refer to the “French
Review Index of Non-Literary Subjects:
1980-1989" in the May 1990 issue of the
French Review, Vol. 63, No. 6.
Abrate, Jayne, “A French Culture
Course with Minitel: comme si on était là,”
Vol. 69, No.5 (Apr. 1996), 701-13.
Abrate, Jayne, “Teaching the Literature
of Québec: Culture et langue de base,”
Vol. 67, No.6 (May 1994), 954-66.
Armstrong, Christine L. “Et si l’introduction à l’analyse narrative nous était
contée par La Belle et la Bête?” Vol. 70,
No.5 (Apr. 1997), 658-68.
Barnes, Betsy, “Apports de l’analyse du
discours à l’enseignement de la langue,”
Vol. 64, No.1 (Oct. 1990), 95-108.
Barnes, Betsy K. “Discourse Particles
in French Conversation: (eh) ben, bon,
and enfin,” Vol. 68, No.5 (Apr. 1995), 81322.
Belasco, Simon, “France’s Rich Relation: The Oc Connection,” Vol. 63, No.6
(May 1990), 996-1014.
Benouis, Mustapha K., “Les Épines du
genre grammatical: quelques cas
particuliers,” Vol. 67, No.5 (Apr. 1994),
746-58.
Berrier, Astrid, “L’Évaluation de l’oral:
quelles questions?” Vol. 64, No.3 (Feb.
1991), 476-87.
Berwald, Jean-Pierre, “Teaching French
Language and Culture by Means of
Humor,” Vol. 66, No.2 (Dec. 1992), 189201.
Bourgeacq, Jacques, “Le Pastiche:
pédagogie de la langue et de la littérature,”
Vol. 71, No.1 (Oct. 1997), 11-22.
Bousquet, Gilles, “Vers une culture des
affaires?
Mentalités, comportements,
représentations dans la classe de français
commercial,” Vol. 66, No.6 (May 1993),
908-19.
Bowles, Brett C., “La République
régionale: stade occulté de la ‘synthèse
républicaine,'” Vol. 69, No.1 (Oct. 1995),
103-18.
Brault, Pascale-Anne, “Grammaire à
l’œuvre: la création d’un magazine littéraire,” Vol. 69, No.3 (Feb.1996), 417-26.
Bryson, Scott and Lois Oppenheim,
“French Civilization Survey,” Vol. 67, No.4
(Mar. 1994), 631-37.
Bullock, Barbara E., “Popular Derivation and Linguistic Inquiry: Les Javanais,”
Vol. 70, No.2 (Dec. 1996), 180-92.
Cazenave, Odile and Angèle Kingué,
“Pour l’enseignement des écrivains femmes
africaines dans le cours de français,” Vol.
70, No.5 (Apr. 1997), 641-58.
Colvile, Georgiana M.M., “Mais qu’estce qu’elles voient? Regards de Françaises
à la caméra,” Vol. 67, No.1 (Oct. 1993), 7382.
Colville-Hall, Susan G., “Regaining
Language Loss: An Immersion Experience
for French Language Teachers,” Vol. 68,
No.6 (May 1995), 990-1003.
Conroy, Peter, “History and Undergraduate Civilization,” Vol. 68, No.3 (Feb.1995),
393-406.
Cornuéjols, Chantal, “Gender Roles in
French Advertisements in the 1980s,” Vol.
66, No.2 (Dec. 1992), 201-16.
Côté, Paul Raymond, “From Principles
to Pragmatics: Teaching Translations in
the Classroom,” Vol. 63, No.3 (Feb.1990),
433-44.
Côté, Paul Raymond, “Le Certificat
pratique de la CCIP et la traduction dans
les cours de français commercial,” Vol. 70,
No.1 (Oct. 1996), 13-24.
Cox, Thomas, “How to See What to
Say in French,” Vol. 68, No.2 (Dec. 1994),
203-09.
DalMolin, Éliane, "Fantasmes de maternité dans les films de Jacques Demy,
Coline Serreau et François Truffaut," Vol.
69, No. 4 (Mar. 1996), 616-26.
Dansereau, Diane, “Phonetics in the
Beginning and Intermediate Oral Proficiency-Oriented French Classroom,” Vol.
68, No.4 (Mar.1995), 638-52.
Davis, James N., “Reading Literature in
the Foreign Language: The Comprehension/Response Connection,” Vol. 65, No.3
(Feb.1992), 359-71.
Davis, James N., Rebecca R. Kline,
and Allan I. Stoekl, “Ce que définir veut
dire: Analyses of Undergraduates’ Definitions of Literature,” Vol. 68, No.4 (Mar.
1995), 652-68.
Denbow, Signe, “Teaching French to
Singers: Issues and Objectives,” Vol. 67,
No.3 (Feb. 1994), 425-32.
Deneire, Marc, “Le Français des
affaires: vers une théorie de la pratique,”
Vol. 70, No.4 (Mar. 1997), 528-43.
Doering, E. Jane, “Gaining Competence in Communication and Culture
Through French Advertisements,” Vol. 66,
No.3 (Feb.1993), 420-33.
Durham, Carolyn A., “Taking the Baby
Out of the Basket and/or Robbing the
Cradle: ‘Remaking’ Gender and Culture in
Franco-American Film," Vol. 65, No.5
(Apr. 1992), 774-85.
Eloy, Jean-Michel, “La Langue française, objet de politique linguistique,” Vol.
67, No.3 (Feb. 1994), 403-14.
Ewald, François, “Les Français et
l’Europe,” Vol. 65, No.6 (May 1992), 87478.
31
Fleischman, Suzanne, “The Battle of
Feminism and Bon Usage: Instituting Nonsexist Usage in French,” Vol. 70, No.6
(May 1996), 834-45.
Fox, Cynthia A., “On Maintaining a
French Identity in Cohoes, New York,” Vol.
69, No.2 (Dec. 1995), 264-75.
Fumaroli, Marc, “Culture contre
université,” Vol. 66, No.1 (Oct. 1992), 1-7.
Garreau, Joseph E., “Alouette FM: les
pays de Vendée à l’écoute,” Vol. 63, No.6
(May 1990), 967-75.
Gillain, Anne, “L’Imaginaire féminin au
cinéma,” Vol. 70, No.2 (Dec. 1996), 25971.
Gilroy, James P., “Teaching a Literature Course on the French Revolution,”
Vol. 66, No.4 (Mar. 1993), 562-72.
Gobert, David L. et Véronique Maisier,
“Valeurs modales du futur et du conditionnel
et leurs emplois en français contemporain,”
Vol. 68, No.6 (May 1995), 1003-15.
Grandjean-Levy, Andrée, “Caught in
the Net,” Vol. 70, No.6 (May 1996), 82534.
Greene, Naomi, “‘Dominer et punir’:
The Historical Films of Bernard Tavernier,”
Vol. 64, No.6 (May 1991), 989-1000.
Gueldry, Michel, “La France
contemporaine: pourquoi l’étudier et
comment l’enseigner?” Vol. 69, No.4
(Mar.1996), 583-95.
Guenin-Lelle, Dianne, “The Birth of
Cajun Poetry: An Analysis of Cris sur le
bayou: naissance d’une poésie acadienne
en Lousiane,” Vol. 70, No.3 (Feb.1997),
439-52.
Haggstrom,
Margaret
A.,
“A
Performative Approach to the Study of
Theater: Bridging the Gap Between
Language and Literature Courses,” Vol.
66, No.1 (Oct. 1992), 7-20.
Hamblin, Vicki L., “Le Clip et le look:
Popular Music in the 1980s,” Vol. 64, No.5
(Apr. 1991), 804-17.
Hammadou, JoAnn, “The Effects of
Analogy on French Reading Comprehension,” Vol. 64, No.2 (Dec. 1990), 239-53.
Herron, Carol, “The Garden Path
Correction Strategy in the Foreign
Language Classroom,” Vol. 64, No.6 (May
1991), 966-78.
Herron, Carol and Michael Tomasello,
“Acquiring the Grammatical Structures by
Guided Induction,” Vol. 65, No.5 (Apr.
1992), 708-19.
Herron, Carol, et al., “A Comparison
Study of the Effects of Video-Based
Versus Text-Based Instruction in the
Foreign Language Classroom,” Vol. 68,
No.5 (Apr. 1995), 775-96.
(continued on p. 37)
AATF SUMMER SCHOLARSHIP TO MONTRÉAL
Application deadline: Monday, February 2, 1998
The Université de Montréal is offering two summer scholarships in 1998
to AATF members to attend one of its
three-week prorams. These scholarships will be awarded by national competition to members who indicate a plan
to use the scholarship to benefit themselves professionally and to enhance
or expand the curriculum for the students in their institution or school.
The scholarship includes
• tuition for a three-credit graduate
course
• lodging on the campus
• breakfast and lunch from Monday
to Friday
zens whose first language is not
French. The recipients must hold a
teaching position in French during
1997-98. Preference will be given to a
member who has been in good standing since January 1, 1996. Candidates
may also apply for the AATF Summer
Scholarship Program in France for summer 1998.
AATF chapter presidents and members of the AATF Executive Council are
not eligible. Members who have received an AATF scholarship during the
past five years (1993-1997) are also not
eligible.
Selection Process
• access to the sports complex and
to the library
All of the applications will be reviewed by a national committee and
the decision will be announced by
March 15, 1998.
• sociocultural activities provided
during the program
A number of factors will be weighed
in the selection process:
The scholarship recipients will be responsible for all transportation costs,
for all meals not specified, and for personal and incidental expenses.
• clarity and specificity of the statement of benefits to the applicant
and his/her institution or program.
• books
The scholarship recipient may
choose one of the two sessions: June
30-July 18, 1998 or July 21-August 8,
1998. The intensive courses available
during the first session (June 30-July
18 tentatively include: Communication
orale (60 hours), Communication écrite
(45 hours) or Atelier d'enseignement du
français langue seconde (45 hours).
The second session (July 21-August 8)
tentatively includes: Communication
orale (60 hours), Culture québécoise
contemporaine (45 hours), or Français
commercial (45 hours). Depending on
the linguistic proficiency of the recipients, some courses may be more appropriate than others. The determination of appropriate level will be made
by the scholarship recipients and the
summer school coordinators.
The recipients of these scholarships
must make a presentaiton at a major
foreign language conference in 199899.
Eligibility
Applicants must be American citi-
• teaching assignment (number of
classes in French and number of
students impacted).
• evidence of professional commitment (local, state, regional, and/
or national).
• future career plans in education.
• past travel, study, or residence in
a Francophone country.
• letters of recommendation.
Application
Candidates for this summer program
at the Université de Montréal should
complete the application form printed
on the following pages. Additional copies may be obtained from AATF National Headquarters (Mailcode 4510,
Southern ILllinois University,
Carbondale, IL 62901-4510. Telephone:
(618) 453-5731; FAX: (618) 453-5733;
e-mail: [[email protected]], or you may
copy the form in the National Bulletin.
Applicants should do the following:
1) Complete both sides of the application form, including the signa32
ture on the second side, and attach additional pages to the application.
2) Request that two letters of recommendation plus five copies
be sent directly to Jayne Abrate,
Executive Director, AATF. (The
letters should come from the principal, dean, or department chairperson, and one from someone
who knows the candidate and his/
her work well.) As these letters
of recommendation are very carefully considered during the application process, they should contain a serious evaluation of the
applicant's professional and personal qualities.
3) Include a stamped, self-addressed postcard with the application. (This postcard will be
mailed to the candidate to indicate
that the application and recommendations have been received.)
4) Send the original plus five copies of the application form and
supplementary pages and postcard to Jayne Abrate, AATF,
Mailcode 4510, Southern Illinois University, Carbondale, IL
62901-4510.
5) The application must be postmarked by February 2, 1998, to
be considered for the scholarship.
All inquiries about the scholarship
should be directed to Jayne Abrate (see
above).
For further information on the program at the Université de Montréal,
candidates are invited to contact the
program director or coordinator:
Serge Bienvenu
Responsable de programme
Université de Montréal
Faculté de l'éducation permanente
École de Français
C.P. 6128, succursale A
Montréal, Québec H3C 3J7
Telephone: (514) 343-6990
FAX: (514) 343-2275
1998 AATF SUMMER SCHOLARSHIP AT L'UNIVERSITÉ DE MONTRÉAL
APPLICATION FORM
Deadline: February 2, 1998
Date preference (Check one)
AATF Region #(1-9) ____________________
_________June 30-July 18, 1998
__________ July 21-Aug. 8, 1998
Self-assessment of linguistic competence (Check one)
__________ moderate __________ high
Name __________________________________________________________________________________________
Last
First
Middle
Maiden
Social Security Number ___________________________________________________
Home Address
Telephone:
________________________________________________________________________________________________________________________________________
Number and Street
City
State
Zip
Home: _____/_________ Best time(s) to call ____________________________________________
Work: _____/__________ Best time(s) to call ____________________________________________
Fax Number: (home or institution): _______________________________________________________
Institution of employment: __________________________________________________________________________
Institutional Address
______________________________________________________________________________________________________________________________
Number and Street
_______________________________________________________________________________________________________________________________________________________________
City
State
Zip
Level of French taught: ______ Elementary ______ Secondary ______ Post-secondary
In 1997-98: Number of French classes _________ Number of French students ________
Level of French classes taught: ______________________________________________________________________
Other subjects taught: ______________________________________________________________________________
AATF Chapter Name/Location: __________________________________ President: __________________________
Continuous member of AATF for ______ years, including 1998 (Preference is given to those with two or more years of
consecutive membership.)
U.S. citizen
______ Yes ______ No Place of birth: ____________________________________________________________________
City
State
Country
Date of birth: ______________________________________ Age as of 1 July 1998: ___________
Have you ever applied for an AATF scholarship?
______ Yes ______ No
If yes, year __________
Have you ever received an AATF Summer Scholarship? ______ Yes ______ No If yes, year __________
Have you ever received a scholarship/fellowship for study in a Francophone country? ______ Yes ______ No
If yes, year ________ Location _______________ From what organization? _________________________________
33
Please respond to the following questions on a separate sheet. Indicate your name
at the top of each page. Be sure to sign the bottom of this sheet and to include it with
your application.
I.
ACADEMIC
PREPARATION
A. Institution (List all colleges/universities attended.)
Semester/Quarter credit hours in French
Degree (Type and Major)
B. Travel, study and residence in Francophone countries (List all experiences.)
Inclusive dates Location Purpose
I I . TEACHING
Inclusive dates
EXPERIENCE
Years (inclusive dates)
I I I . CURRICULUM
VITAE
Institution
Location (City, State, Zip)
SUPPLEMENT
(OPTIONAL)
List any other professional contributions or activities which have not been indicated in your application. (3 pages
maximum)
IV.
RECOMMENDATIONS
List name, address, telephone and fax numbers of the two individuals who will be writing a recommendation in
support of your application.
V.
ESSAYS
A. Describe in English your immediate and long-range professional plans as a teacher of French or supervisor.
B. Comment pensez-vous vous servir de l’exp rience apport e par ce stage? Soyez aussi pr cis que possible.
R pondez en français.
VI.
RECOMMENDATIONS
A. Request T O recommendations, one from your principal, dean, or department head and one from another
person who is familiar with your work and ability. The recommendations should address the following points:
1. Your contributions to your institution and to the profession
.2 Your interaction with students, colleagues and others
3. Your flexibility and openness to new experiences, increasing demands, and change
4. Your linguistic competence, if applicable
B. Have your recommender send the original letter PLUS FIVE COPIES directly to Jayne Abrate, Executive
Director. Each applicant is responsible for verifying that the recommendations have been sent and received by the
deadline, February ,2 199 .
VII. Include one SELF-ADDRESSED POSTCARD with appropriate postage with your application. The AATF Summer
Scholarship Chair will return the card to you as verification that your completed application has been received.
I HEREBY CERTIFY THAT THE ABOVE INFORMATION IS ACCURATE AND COMPLETE.
SIGNATURE
OF
APPLICANT
___________________________________________________________
Date
____________________
N.B. Only applications from U.S. citizens can be considered. There is no maximum age limit but date of birth is
required by the agencies supporting the program.
Please read the description of the AATF Summer Institute Scholarships in the November 1997 and January 199
issues of the National Bulletin. Applicants are urged to contact AATF National Headquarters to be placed on the mailing list
for announcing additional details about this summer program as they develop. Please type all information on the two-page
form and attach additional pages as needed. Kindly make 6 separate sets of your materials and staple each set.
ALL MATERIALS, original application form, 5 copies of the application form, 3 letters of recommendation with 5
copies each are to be sent to: Jayne Abrate, AATF, Mailcode 4510, Southern Illinois University, Carbondale, IL 6291
0 -4510;
Telephone: 61 -453-5731; FAX: 61 -453-5733; e-mail: [email protected]
Deadline: February ,2 199
34
AATF PROMOTIONAL MATERIALS TO ENLIVEN YOUR CLASSROOM
French Promotional Video: Open Your World with French/Le français m’ouvre le monde
AATF has produced a 10-min. video to encourage American students to study French. The video is fast-paced
and entertaining, as well as informative, using a variety of graphics and off-beat MTV-style editing techniques. It
can be used to recruit students as well as to show parents, administrators, and counselors. $15.00
Tee-Shirt: Le français m’ouvre le monde
The front side of this navy blue tee-shirt reads: Le francais m’ouvre le monde and shows a map of the world with
areas where French is the official language highlighted in red. Cartoon figures emerge from the map to give
greetings in French. The back lists 46 areas where French is the official language under the heading Ici on parle
français. $18.00
AATF Travel Guide (produced by the Task Force on the Promotion of French)
119-page volume addresses many aspects of interest to teachers planning student trips abroad, including travel
companies, established programs, exchanges, prepackaged tours, how to start a trip from scratch, help for the
independent student traveler, orientation, liability, and helpful tips and resources. $12 (member)/$15 (nonmember)
AATF Guide to Support from Embassies: (produced by the Task Force on the Promotion of French)
62-page volume outlines areas of support from government agencies of France, Belgium, Quebec, and Switzerland, including audio-visual loans, satellite TV, Minitel, Internet, and DELF-DALF exams. Precise coordinates
facilitate your contacts. $8 (members)/$10 (non-members)
To order these materials send your order and check to AATF Materials Center, Mailcode 4510, Southern Illinois
University, Carbondale, IL 62901-4510.
PAYMENT MUST ACCOMPANY ORDER. ALL PRICES INCLUDE FIRST-CLASS POSTAGE. Purchase
orders accepted. Special prices for quantities may be available. Please inquire.
Quantity
Cost
Size
_____ Video @ $15
(additional copies @ $13 each)
_________
_____ Tee-Shirt @ $18
_________
_____ Travel Guide @ $12/$15
_________
_____ Embassy Guide @ $8/$10
_________
L XL XXL (circle size required)
(add an additional $1 for XXL)
TOTAL ENCLOSED_________________
Name _____________________________________
Telephone (day) _______________________
Address ________________________________________________________________________
___________________________________________________________________________________________________________
35
AATF PROMOTIONAL FLYERS TO ENLIVEN YOUR CLASSROOM
Speaking French: an investment in the future (produced by the Task Force on the Promotion of French)
AATF’s newest promotional brochure. Attractive red, white and blue brochure explains why French is
a world language! It explains why today’s French student isn’t only learning a language rich in history
and culture but also is opening a door to greater career opportunities.
50 copies @$5.00; 100 copies @ $10 (member prices); inquire for larger quantities.
Top Ten Reasons to Learn French (published by the French Cultural Services and the AATF)
A red, white, and blue brochure which lists 10 excellent reasons why students should learn French
including increasing their advantage in the global job market and improving their critical and creative
thinking skills.
Free to members, first-class postage required in quantities. $5.00 per 100.
French is More Than.... (developed jointly by AATF, the French Cultural Services, and the Alliance
Française)
Created in 1991 as a cooperative venture by the three above organizations to promote the study of
French in the U.S., this is still one of our most popular brochures. Aimed at stimulating the study of
French by Anglophones it stresses in particular France’s latest scientific, technical, and commercial
accomplishments (such as the TGV and Minitel). It is an 8-panel, 3-color, generously-illustrated flyer
which emphasizes the geographical spread of French as an important language of general communication throughout the world.
Free to members, first-class postage required in quantities. $5.00 per 100.
To order these materials send your order and check to AATF Materials Center, Mailcode 4510,
Southern Illinois University, Carbondale, IL 62901-4510.
PAYMENT MUST ACCOMPANY ORDER. ALL PRICES INCLUDE FIRST-CLASS POSTAGE. Purchase orders accepted.
Quantity
Cost
__________ Speaking French @$0.10 each, 50 @$5.00
(includes first class postage and handling)
_____________
_________ Top Ten Reasons to Learn French ($5 postage & handling/100)
___________
_________ French is More Than.. ($5 postage and handling/100)
_____________
TOTAL
Name
_____________________________________
Address
Telephone
ENCLOSED_________________
(day)
_______________________
________________________________________________________________________
___________________________________________________________________________________________________________
36
INDEX OF PEDAGOGICAL ARTICLES IN THE FRENCH REVIEW, 1990-1997 (continued from p. 31)
Hudson, Anna, “Discover Paris with
Jules Verne,” Vol. 70, No.2 (Dec. 1996),
245-59.
Jaeger, Kathleen M., “The Conjoining
of Philosophy and Literature in the
Undergraduate
Classroom:
Mme
d’Épernay, Rousseau, and Sartre,” Vol.
69, No.2 (Dec. 1995), 199-207.
Jarausch, Hannelore, “The Practical
Exam Writ Large: Oral Testing in MultiSection Courses,” Vol. 64, No.4 (Mar.
1991), 588-96.
Johnson, Carl H. and Joan H. Manley,
“The Oral Proficiency Institute Revisited,”
Vol. 67, No.2 (Dec. 1993), 263-76.
Killiam, Marie-Thérèse, “Claudel, l’Amérique et autres vues postmodernes,” Vol.
70, No.1 (Oct. 1996), 35-44.
Kingué, Marie-Angèle, “L’Afrique francophone: pédagogie et méthode,” Vol. 68,
No.1 (Oct. 1994), 17-32.
Knutson, Elizabeth M., “Le Fantôme de
l’Opéra: le charme de la supercherie,” Vol.
70, No.3 (Feb.1997), 416-27.
Knutson, Elizabeth M., “Teaching
Whole Texts: Literature and Foreign
Language Reading Instruction,” Vol. 67,
No.1 (Oct. 1993), 12-27.
Kulick, Katherine M. and M. Clare
Mather, “Culture: Cooperative Learning in
the Second-Year Foreign Language
Curriculum,” Vol. 66, No.6 (May 1993),
900-08.
Landes, Anne N. et Jean Audigier, “Le
Gateway, un cours de français intensif
expérimental,” Vol. 68, No.3 (Feb.1995),
406-21.
Landick, Marie, “The Mid Vowels in
Figures: Hard Facts,” Vol. 69, No.1 (Oct.
1995), 88-103.
LeBlanc, Leona B., “Testing French
Teacher Certification Candidates for
Speaking Ability: An Alternative to the
OPI," Vol. 70, No.3 (Feb.1997), 383-95.
Léon, Pierre and Jeff Tennant, “‘Bad
French’ and Nice Guys: A Morphophonetic
Study,” Vol. 63, No.5 (Apr. 1990), 763-79.
Lepetit, Daniel, “La Représentation
(très) féminine du FLE: une réponse à F.
Lévy,” Vol. 68, No.6 (May 1995), 976-90.
Lepetit, Daniel, “Être ou avoir?” Vol. 67,
No.5 (Apr.1994), 758-67.
Lesage, René, “Norme et usage:
l’emploi de l’indicatif après bien que et
quoique dans la presse québécoise,” Vol.
65, No.1 (Oct.1991), 15-30.
Levy, Francine, “La Représentation
(très) féminine du français-langueétrangère,” Vol. 66, No.3 (Feb. 1993), 45366.
Lipton, Gladys C., “FLES Programs
Today: Options and Opportunities,” Vol.
68, No.1 (Oct. 1994), 1-17.
Lyman-Hager, Mary-Ann. “Video and
Multimedia Technologies in French for the
1990s,” Vol. 68, No.2 (Dec.1994), 209-29.
Martin, Laurey K., “Breaking the
Sounds of Silence: Promoting Discussion
of Literary Texts in Intermediate Courses,”
Vol. 66, No.4 (Mar.1993), 549-62.
Mitchell, Jane Tucker and Mary Lynn
Redmond, “Teaching with Guignol: the
‘Gône’ de Lyon,” Vol. 69, No.6 (May 1996),
933-43.
Moore Willen, Margaret, “A New
(Mé)tissage: Weaving Black Francophone
Literature into the Curriculum,” Vol. 69,
No.5 (Apr.1996), 762-75.
Morello, Joseph G., “The Use of French
in the Workplace,” Vol. 70, No.6 (May
1996), 845-54.
Orban, Clara, “The Multi-Skills SecondLanguage Curriculum Meets the Video
Camera,” Vol. 67, No.3 (Feb.1994), 41425.
Orban, Clara and Alice McLean, “A
Working Model for Videocamera Use in the
Foreign Language Classroom,” Vol. 63,
No.4 (Mar.1990), 652-64.
Ossipov, Hélène, “French Variation
and the Teaching of Quebec Literature,”
Vol. 67, No.6 (May 1994), 944-54.
O’Donnell, Paul E., “Entre chien et
loup: A Study of French Animal Metaphors,” Vol. 63, No.3 (Feb.1990), 514-24.
Petrey, Sandy, “French Studies/Cultural Studies: Reciprocal Invigoration or
Mutual Destruction?” Vol. 68, No.3
(Feb.1995), 381-93.
Phillips, Elaine M., “Anxiety and Oral
Competence—Classroom Dilemma,” Vol.
65, No.1 (Oct. 1991), 1-15.
Pinçonnat, Crystel, “Salsette découvre
l’Amérique: un naïf à New York,” Vol. 71,
No.1 (Oct. 1997), 74-85.
Porter, Lawrence, “Text of Anxiety,
Text of Desire: Boulle’s Planète des singes
as Popular Culture,” Vol. 68, No.4
(Mar.1995), 704-15.
Prévos, André J.M., “The Evolution of
French Rap Music and Hip Hop Culture in
the 1980s and 1990s,” Vol. 69, No.5 (Apr.
1996), 713-26.
Raby, Michel J., “‘I lost it at the movies’:
Teaching Culture Through Cinematic
Doublets,” Vol. 68, No.5 (Apr. 1995), 83746.
Ramsay, Raylene, “French in Action
and the Grammar Question,” Vol. 65, No.2
(Dec. 1991), 255-67.
Ranson, Diana L. and Siri Carlisle,
“Why do the French Give Their Nouns
Gender?” Vol. 70, No.1 (Oct. 1996), 1-13.
Ravitch, Norman, “Your People, My
People; Your God, My God: French and
American Troubles Over Citizenship,” Vol.
37
70, No.4 (Mar.1997), 515-28.
Reynolds, Christopher F., “Bringing
Minitel to the French Classroom and
Integrating EDUTEL*CLASSE into the
Existing Curriculum,” Vol. 66, No.1 (Oct.
1992), 20-26.
Rifelj, Carol, “False Friends or True?
Semantic Anglicisms in France Today,”
Vol. 69, No.3 (Feb.1996), 409-17.
Rusterholz, Barbara L., “Developing
Oral Proficiency in the Business French
Class,” Vol. 64, No.2 (Dec. 1990), 253-61.
Schultz, Jean-Marie, “The Uses of
Poetry in the Foreign Language Curriculum,” Vol. 69, No.6 (May 1996), 920-33.
Schultz, Jean Marie, “Mapping and
Cognitive Development in the Teaching of
Foreign Language Writing,” Vol. 64, No.6
(May 1991), 978-89.
Scott, Virginia M., “Explicit and Implicit
Grammar Teaching Strategies: New
Empirical Data,” Vol. 63, No.5 (Apr. 1990),
779-90.
Sears, Dianne E., “Défense de parler:
Language on Trial in Michèle Lalonde’s ‘La
Deffense et illustration de la langue
québecquoyse’ and ‘Outrage au tribunal,’”
Vol. 68, No.6 (May 1995), 1015-22.
Shelly, Sharon L., “Rule Reformulation
at the Advanced Level,” Vol. 66, No.5
(Apr.1993), 760-69.
Smith, Alfred N., “Using Video and
Newspaper Texts to Provide Topic
Schemata in the Composition Class,” Vol.
70, No.2 (Dec. 1996), 167-80.
Spielmann, Guy, “À la recherche de
l’enseignement communicatif,” Vol. 65,
No.6 (May 1992), 908-19.
Street, Jack D., “Teaching in French in
the Primary Schools of the Valle d’Aosta,
Italy,” Vol. 65, No.6 (May 1992), 901-08.
Suozzo, Andrew, “Dialogue and Immediacy in Cultural Instruction: The E-Mail
Option,” Vol. 69, No.1 (Oct. 1995), 78-88.
Thompson, Peter S., “Cognitive Styles
and the Student as Teacher,” Vol. 65, No.5
(Apr. 1992), 701-8.
Uber, David M. and Christine U.
Grosse, “The Cultural Content of Business
French Texts,” Vol. 65, No.2 (Dec. 1991),
247-55.
Vande Berg, Camille Kennedy, “‘Turning Down the Fire Hose’: Some Techniques for Using SCOLA Broadcasts at the
Intermediate Level,” Vol. 66, No.5 (Apr.
1993), 769-77.
Vande Berg, Camille Kennedy, “Managing Learning Anxiety in Literature
Courses,” Vol. 67, No.1 (Oct. 1993), 2737.
(continued on p. 38)
INDEX OF PEDAGOGICAL
ARTICLES (continued from page 37)
Vassberg, Liliane M., “Immigration
maghrébine en France: l’intégration des
femmes,” Vol. 70, No.5 (Apr. 1997), 71021.
Vialet, Michèle E., “L’Opéra en classe
de français: du rock au baroque,” Vol. 65,
No.4 (Mar.1992), 589-602.
Viswanathan, Jacqueline, “Approche
pédagogique d’un classique du cinéma
québécois: Mon oncle Antoine,” Vol. 63,
No.5 (Apr. 1990), 849-59.
Wagman, Fernande, “La Grande Peur,
ou l’introduction du français des affaires
dans
un
programme
d’études
secondaires,” Vol. 65, No.3 (Feb.1992),
371-75.
Walz, Joel, “The Dictionary as a
Secondary Source in Language Learning,” Vol. 64, No.1 (Oct. 1990), 79-95.
Walz, Joel, “The Dictionary as a
Primary Source in Language Learning,”
Vol. 64, No.2 (Dec. 1990), 225-39.
Ward, Marvin J., “Translation and
Interpretation—What Teachers Need to
Know,” Vol. 65, No.4 (Mar.1992), 578-89.
Watts, Françoise, “Réflexions sur la
réforme de l’orthographe et sa polémique,”
Vol. 65, No.1 (Oct. 1991), 84-91.
Weidmann Koop, Marie-Christine,
“Quel avenir pour les Instituts Universitaires
de Formation de Maîtres (IUFM)?” Vol.
67, No.4 (Mar.1994), 619-31.
Weidmann Koop, Marie-Christine, “Survey on the Teaching of Contemporary
French Culture, Part I: The Teacher’s
Perspective,” Vol. 64, No.3 (Feb.1991),
463-76.
Weidmann Koop, Marie-Christine, “Survey on the Teaching of Contemporary
French Culture, Part II: The Student’s
Perspective,” Vol. 64, No.4 (Mar.1991),
571-88.
Weidmann Koop, Marie-Christine,
“Éducation et formation professionnelle
dans l’Europe de 1993," Vol. 65, No.6
(May 1992), 891-901.
Weidmann Koop, Marie-Christine , “La
Réforme du baccalauréat en France,” Vol.
69, No.4 (Mar.1996), 566-83.
Wieland, Molly, “Complimenting Behavior in French/American Cross-Cultural
Dinner Conversations,” Vol. 68, No.5 (Apr.
1995), 796-813.
Wimmers, Eric and Rick Morgan,
“Comparing the Performance of High
School and College Students on the
Advanced Placement French Language
Examination,” Vol. 63, No.3 (Feb. 1990),
423-33.
Yaari, Monique and Vera Mark,
“‘Approaches to French Civilization’: A
Graduate Theory and Methods Course,”
Vol. 66, No.3 (Feb. 1993), 433-53.
Pacific Northwest Council for Languages
50th Anniversary Celebration and
Conference
April 7-10, 1999
Tacoma, Washington
Proposals for presentations and research papers
are welcome in any area dealing with world
languages, literatures, and cultures, bilingual
education, and ESL, as well as professional
concerns. Submission deadline: May 31, 1998.
For submission forms, contact:
Christie Laybourn, 1999 PNCFL
Conference Chair
PO Box 2742
Gig Harbor, WA 98335
Aux Associations membres de la FIPF
Appel aux articles pour le no 42 de Dialogues et Cultures
Nous préparons le numéro 42 de la revue de la FIPF Dialogues et Cultures et nous faisons appel à vos compétences
pour nous fournir des articles qui pourront constituer des sujets
de réflexion pour nos lecteurs. Les thèmes proposés lors du
dernier Conseil d'administration de la FIPF sont "Le français
par les échanges" (courrier par lettres, fax, bandes sonores
ou vidéo, internet; échanges de classes, de professeurs; stages
en pays francophones, expériences suscitées par l'Union
européenne, par la France, par les autres pays francophones)
et "La créativité en français" (tout ce qui peut rendre
l'enseignement du français plus attractif (exemples: utilisation
des émissions de TV5 ou d'autres chaînes en français,
procédés et méthodes mieux adaptés à la langue et à la culture d'origine des apprenants).
Les articles ne devront pas dépasser 10 pages de Dialogues et Cultures, soit 33.000 signes. Un résumé devra
parvenir à l'adresse du rédacteur en chef (Roland
DELRONCHE, 106, rue Franz MERJAY à B-1060 Bruxelles,
BELGIQUE) le 31 janvier 1998 au plus tard. La date limite
pour la réception de l'article (copie papier et, si possible,
disquette) est le 15 mars 1998.
ATTENTION ALL MEMBERS!
NEW HEADQUARTERS ADDRESS
AATF, Mailcode 4510
Southern Illinois University
Carbondale, IL 62901-4510
Phone: 618-453-5731; FAX: 618-453-5733
E-mail: [email protected]; Web: http://aatf.utsa.edu/
38
CALENDAR OF EVENTS
SOUTHERN CONFERENCE ON LANGUAGE TEACHING in conjunction with
FOREIGN LANGUAGE ASSOCIATION
OF GEORGIA, February 26-28,1998,
Savannah, GA.
Information: Lynne
McClendon, SCOLT, 165 Lazy Laurel
Chase, Roswell, GA 30076.
E-Mail:
[[email protected]].
OHIO FOREIGN LANGUAGE ASSOCIATION, March 5-7,1998, Cincinnati,OH.
Information: Ann Rolston. Telephone:
(614) 385-6317; e-mail: [annfrench@
hocking.net].
ETHNICITY AND IDENTITY IN LITERATURE: THE FRANCOPHONE ISLANDS
OF EAST AFRICA, March 5-7, 1998,
University of Iowa. Information: Jacques
Bourgeacq, Dept. of French and Italian,
University of Iowa, Iowa City, IA 522421409. Telephone: (319) 335-2266; FAX:
(319) 335-2270; e-mail: [jacquesbourgeacq@uiowa,edu]].
AMERICAN ASSOCIATION OF APPLIED
LINGUISTICS, March 14-17, 1998, Seattle, WA. Information: AAAL, P.O. Box
21686, Eagan, MN 55121-0686. Telephone: (612) 953-0805; FAX: (612) 4318404; e-mail: [aaaloffice @aaal.org]; Web
site: [http://www.igor.lis.wisc.edu/aaal/].
TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES, March
17-21, 1998, Seattle, WA. Information:
TESOL 1600 Cameron St., Suite 300,
Alexandria, VA 22314-2751. Telephone:
(703) 836-0774; FAX: (703) 836-7864; email: [[email protected]]; Web site: [http://
www. tesol.edu].
4th ANNUAL CAROLINA CONFERENCE
ON ROMANCE LITERATURES, March
19-21, 1998, Universfty of North Carolina
at Chapel Hill, NC. Information: AlainPhilippe Durand, Dept. of Romance
Languages, CB# 3170, 238 Dey Hall,
University of North Carolina, Chapel Hill,
NC 27599-3170. FAX: (919) 962-5457; email: [[email protected]].
CENTRAL STATES CONFERENCE ON
THE TEACHING OF FOREIGN LANGUAGES, March 26-29,1998, Milwaukee,
WI. Information: CSCTFL, Rosalie
Cheatham, University of Arkansas at Little
Rock, 2801 South University Avenue, Little
Rock, AR 72204. Telephone: (501) 5698159; FAX: (501) 569-3220;
e-mail:
8th ANNUAL CONFERENCE OF THE
NORTH AMERICAN ASSOCIATION OF
CHRISTIAN FOREIGN LANGUAGE AND
LITERATURE FACULTY, April 2-4, 1998,
Eastern College, St. Davids, PA. Information: Pat Boehne, Eastern College, St.
Davids, PA. Telephone: Phone: (610) 3415899;e-mail: [[email protected].
edu].
L'ÈRE DE BAUDELAIRE: SYMPOSIUM
HONORING CLAUDE PICHOIS, April 3-4,
1998, Vanderbilt University, Nashville, TN.
Information: Patricia A. Ward, Dept. of
French and Italian, Box 6312B, Vanderbilt
University, Nashville, TN 37235. Telephone: (615) 322-6900; FAX: (615) 3436909; e-mail: [[email protected].
edu].
NORTHEAST CONFERENCE ON THE
TEACHING OF FOREIGN LANGUAGES,
April 16-19,1998, New York, NY.
lnformation: Northeast Conference,
Dickinson College,
P.O. Box 1773,
Carlisle, PA 17013-2896.
Telephone:
(717) 245-1977; FAX: (717) 245-1976; email: [[email protected]].
SOUTHWEST CONFERENCE ON LANGUAGE TEACHNG with the ARIZONA
LANGUAGE ASSOCIATION, April 2325,1998, Mesa, AZ. Information: Carl M.
Johnson, Texas Education Agency, 1701
N. Congress Ave., Austin, TX 78702-1494.
PACIFIC NORTHWEST COUNCIL FOR
LANGUAGES, April 24-26,1998, Boise.
Information. PNCFL, Foreign Languages
and Literatures, Oregon State University,
210 Kidder Hall, Corvallis, OR 973314603.
FAX: (541) 737-3563; e-mail:
CONGRÈS INTERNATIONAL SUR LES
"TENDANCES EN ENSEIGNEMENT ET
APPRENTISSAGE DES LANGUES
SECONDES," May 20-23,1998, Ottawa,
Ontario, Canada, Information: Telephone:
(613) 520-7090. FAX: (613) 520-2141. Email: [[email protected]].
Internet: [http://www.carleton.ca/slals/
trends_tendances98].
AMERICAN ASSOCIATION OF TEACHERS OF FRENCH, July 23-26, 1998,
Montreal, Canada. Information: AATF,
Mailcode 4510, Southern Illinois University, Car-bondale, IL 62901-4510. Telephone: (618) 453-5731; FAX: (618) 4535733; e-mail: [[email protected]]; Web site:
[http://aatf.utsa.edu/].
AATF WEB SITE
http://aatf.utsa.edu/
39
ANNUAL COLLOQUIUM OF THE ASSOCIATION FOR FRENCH LANGUAGE
STUDIES: FRANÇAIS ORAL, FRANÇAIS
ÉCRIT À L’ÈRE DES NOUVELLES TECHNOLOGIES, September 4-5,1998, University of East Anglia, Norwich, UK.
Information: Marie-Madeleine Kenning,
School of Modern Languages and
European Studies, University of East
Anglia, Norwich NR4 7TJ. Telephone:
01603 592152; e-mail : [m.kenning@uea.
ac.uk].
INTERNATIONAL COLLOQUIUM ON
CONTEMPORARY FRENCH LITERATURE IN THE 1990’S, Sept. 24-25,1998,
Dalhousie University, Halifax, Nova Scotia,
Canada. Information: Michael Bishop,
Dept. of French, Dalhousie University,
Halifax, Nova Scotia, Canada B3H 3J5.
Telephone: (902) 494-2430; FAX: (902)
494-1626.
WAFLT/COFLT BI-STATE FALL CONFERENCE, October 8-10, 1998, Sheridan
Hotel, Tacoma, WA. Information: Brian
Ayers, Conference Co-Chair, 332 S.
Madison Street, Monroe, WA 98272.
Telephone: (360) 794-8102; FAX: (360)
794-0806; e-mail: [[email protected]].
FOREIGN LANGUAGE ASSOCIATION
OF NORTH CAROLINA, Oct. 27-31, 1998.
Information: Mary Lynn Redmond, 6 Sun
Oak Ct., Greensboro, NC 27410. FAX: (910)
759-4591; e-mail: [redmond@wfu. edu].
AMERICAN COUNCIL OF THE TEACHING OF FOREIGN LANGUAGES, November 20-22, 1998, Chicago, IL Information: ACTFL, 6 Executive PLaza, Yonkers,
NY 10701-6801. Telephone: (914) 9638830; FAX: (914) 963-1275; URL: [http:/
/www.infi.net/~actfl].
MODERN LANGUAGE ASSOCIATION
OF AMERICA, December 27-30, 1998.
Information: MLA, 10 Astor Place, New
York, NY 10003-6981. FAX: (212) 4779863; e-mail:[[email protected]].
Make plans to
attend the
1998
AATF Convention
in Montréal
July 23-26, 1998
AATF MATERIALS CENTER
Prices quoted in this list INCLUDE
POSTAGE AND HANDLING. Make all checks
payable to AATF. Payment should accompany
order except for orders issued by school
purchasing departments. Prices listed apply only
to stocks on hand.
REPORTS OF THE AATF FLES* COMMISSION
1. Attracting French FLES* Students.
Gladys Lipton, editor, 1996. $9.00.
2. Reaching All FLES* Students. Gladys
Lipton, editor, 1995. $9.00
3. FLES* Methodology I. Gladys Lipton,
editor, 1994, $9.00.
4. Expanding FLES* Horizons. Gladys
Lipton, editor, 1993. $9.00.
5. Evaluating FLES* Programs. Gladys
Lipton, editor, 1992, $9.00.
6. Implementing FLES* Programs. Gladys
Lipton, editor, 1991. $8.00,
7. Innovations in FLES* Programs. Gladys
Lipton, editor, 1990. $8.00.
8. The People Factor in FLES* Programs.
9. So You Want to Have a FLES*Program!
10. A FLES Sampler: Learning Activities for
Foreign Language in the Elementary School.
11. The Many Faces of Foreign Language in
the Elementary School: FLES, FLEX and
Immersion. Gladys Lipton, Nancy C. Rhodes,
Helena Anderson Curtain, editors, 1985. $5.00.
REPORT OF THE AATF TELEMATICS
COMMISSION
Databases, our Third Technical Revolution, by
Howard L. Nostrand and Gerald Upp, 1991, 63 pp.
Describes 99 databases of value for research and
teaching in the area of socio-culture. The sequel
to the two previous revisions in our field: audio
recordings and audiovisual materials. $10.
AATF COMMISSION ON PEDAGOGY
À Poitiers entre mai et octobre, a video tape of
the AATF Commission on Pedagogy. 45 min.,
VHS, divided into 12 segments of varying lengths.
Accompanied by a pedagogical guide with
exercises for several levels; pilot tested by
secondary teachers. Many helpful suggestions.
Filmed in France.
$25, members; $30 schools and non-members.
MEDALS
La Minerve, 41 mm bronze (from govemment
mint in Paris) $22.00.
Les Armes de Paris, 32 mm bronze (from
government mint in Paris) $18.00.
AATF medallions, 1½ in.; blue, gold, and white
cloisonné enamel; reverse side plain; two
designs; please specify. Each $5.25.
1. Busts of Washington and Lafayette with
letters AATF;
2. French hexagon, with "American Association of Teachers of French” around perimeter.
MISCELLANY
AATF Certificate of Merit. Each 15 cents.
Paris Monumental, folding 22" x 30" color map
of Paris showing monuments on one side and
street detail on the other; includes 5" x 7" map of
AATF National Bulletin (ISSN 0883-6795)
Mailcode 4510
Southern Illinois University
Carbondale, IL 62901-4510
métro. $6.00.
Paris Ile-de-France. Full color illustrated guide
to Paris, 95 pp. $10.00.
Color postcards, set of 20 (Provence,
Châteaux, Cathédrales, Bretagne, Paris) $6.00.
AATF Coloring Book, 16 pp. 8" x 11" for FLES*
students. Each $2.00 (for quantities, inquire).
French FLES* Stickers: "AATF, FRENCH FOR
KIDS, FLES* in Grades K-8." 4/$l.00.
L'Année en français: Un Calendrier perpétuel.
1994. A project of the AATF FLES* Commission.
Spiral bound, 38 pp. 7" x 8.5". Every day marked
by the birth or death of a famous person or by
some other event. Teacher’s Guide for K-8 & info
by Katherine C. Kurk. Designed for Francophiles
of all ages. $9.95.
Meilleurs vœux cards (10 + envelopes), sponsored by the Louis Pasteur Foundation. $15.00.
To obtain any of these materials send your
check or money order to: AATF Materials Center,
Mailcode 4510, Southern Illinois University,
Carbondale, IL 62901-4510.
AATF COMMISSION ON CULTURAL COMPETENCE
Acquiring Cross-Cultural Competence: Four
Stages for Students of French. Howard L.
Nostrand, Allan W. Grundstrom, and Alan J.
Singerman; 1995, 142 pp. Describes the essence
of cultural differences and how to assess student
performance in each learning stage. Available
ONLY from National Textbook Co., 4255 W.
Touhy Ave., Lincolnwood, IL 60646; order
#EL1784-0, $15.60 (special AATF price includes
shipping, if prepaid).
Periodicals
Postage Paid
Carbondale, IL
62901
40

No.3 Jan. - American Association of Teachers of French

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